Location:

• H. Olive Day Elementary School 

Preschool Programming: 

• 2-Day / 3-Day Morning Inclusion Classroom: (3-year-olds)

• 5-Day Morning Inclusion Classroom: (4–5-year-olds)

• 5-Day Hybrid Inclusion Classroom: 3 Half Days / 2 Full Days (4–5-year-olds)

• 5-Day Full-Day Inclusion Classroom: (4–5-year-olds)

• 5-Day Full-Day Substantially Separate Classroom: (3–5-year-olds)

The Norfolk Public Schools Preschool offers a wide range of diagnostic, educational, and support services for children ages 3–5.

Inclusion preschool classrooms typically enroll up to fifteen (15) children. This cohort generally includes up to seven students from  low to  high special needs and eight typically developing peer partners. 

The primary focus of the program is to develop students’ cognitive, academic readiness, language, motor, and social-emotional skills within a structured learning environment.

Special education services—ranging from full and partial inclusion to substantially separate programming—are provided to students who meet specific qualifying criteria. Support is delivered both individually and in small groups.Depending on their Individualized Education Program (IEP), students may receive:

• Speech/Language Therapy

• Occupational Therapy

• Physical Therapy

• Vision and Orientation & Mobility

• Augmentative Communication Consultation

• ABA Methodology/Services

Location:

• H. Olive Day Elementary School (Grades K–2)
• Freeman Kennedy Elementary School (Grades 3–6)

This model supports students qualifying for special education services who demonstrate low to moderate levels of academic need, or whose disabilities impact their performance to a similar degree. These students require specific accommodations, modifications, or organizational support to access the grade-level curriculum.

Students in these placements receive specialized instruction and related services primarily within the general education environment with some direct instruction in a special education setting.  Depending on the student's IEP, services outside the general education classroom may range from less than 21% (Full Inclusion) to 21–60% (Partial Inclusion) of the school day.

Special Education teachers and instructional assistants provide support for reading, writing, math, content area curriculum, and study/organizational skills. Services are delivered in two primary ways:

• In-Class Support/Inclusion): Special educators collaborate closely with general education teachers to develop comprehensive, integrated services. This may include flexible grouping or co-teaching to support differentiated instruction for students.
• Pull-Out Support/Direct Instruction: Based on the student's IEP, direct instruction may be provided outside the general education classroom (individually or in small groups). This allows for specialized programming in:
  • Phonics, reading fluency, and comprehension.
  • Written language and math.
  • Executive functioning skills.
  • Preview/review of concepts, organizational strategies, or Assistive Technology training.

In addition to academic support, inclusion or pull-out services may be provided by related service therapists, School Adjustment Counselors, or School Psychologists as determined by the Team. 

Location:

• H. Olive Day School (Grade 2)
• Freeman Kennedy School (Grades 3–6)

This structured, language-based program provides intensive, specially designed instruction that is individualized based on student needs. The pacing, presentation, and curriculum materials are highly specialized to meet the unique profiles of students with language-based learning disabilities.

The program’s methodology is built upon intensive, systematic instruction that utilizes a multi-sensory approach to reading, writing, and math within a small group setting. To support skill mastery, the curriculum emphasizes consistent repetition through the pre-teaching and ongoing review of core materials. Students are  grouped with peers of similar abilities and learning needs to ensure that the instructional style—which focuses heavily on the direct, explicit pairing of visual and auditory information—remains effective and targeted. Furthermore, content areas are frequently modified to highlight key concepts and main ideas, while a flexible inclusion approach provides supportive academic services, particularly within Social Studies and Science settings.

In addition to academic instruction, the development of a positive attitude, self-esteem, and self-confidence is a primary goal. Providing opportunities for academic, social, and emotional success is an essential component of the program.

Students in this program typically present with a Specific Learning Disability (SLD) and demonstrate moderate to high levels of academic need as determined by their IEP team. Students with this profile may have co-occurring diagnoses, such as Attention Deficit Hyperactivity Disorder (ADHD) or anxiety. In addition to specialized academic instruction, students may receive related services in Speech/Language, Occupational Therapy, Physical Therapy, or counseling. Special educators and therapists collaborate regularly to provide integrated services whenever possible.

Location:

• H. Olive Day Elementary School (Grades PreK–2)
• Freeman Kennedy School (Grades 3–6)

The substantially separate resource rooms provide intensive, Applied Behavior Analysis (ABA)-based programming for students diagnosed with Autism Spectrum Disorder or other significant communication and global developmental delays.

• Students are supported by ABA-trained technicians or shared assistants, under the direct supervision of the Special Educator and a Board Certified Behavior Analyst (BCBA).
• While students receive individualized curriculum and instruction specific to their IEPs, they are included with their same-age peers in the general education setting to the greatest extent possible.

To promote consistent interventions and maximize outcomes, Special Educators collaborate regularly with:

• The Behaviorist (BCBA).
• Related Service Providers (OT, Speech/Language, PT).
• Outside Consultants (Augmentative Communication, Vision, Mobility).
• Families.

For students with significant behavioral needs, regularly scheduled parent consultation is often included in the IEP. Additionally, the district may consult with home-based service providers where professionally determined to ensure a cohesive approach to the student's development.

Location:

• H. Olive Day Elementary School (Grades K–2)
• Freeman Kennedy Elementary School (Grades 3–6)

Students with  social, emotional, or behavioral health needs often require specialized support to access the general curriculum. This includes counseling, social skills instruction, and data-driven behavioral plans. Each student’s program is individualized to their specific needs, balancing varying amounts of inclusion, social skills practice, behavioral support, and/or intensive instruction within the school day.

Inclusion opportunities are determined by each student’s strengths and needs. The goal of adult support during inclusion is to increase the student’s independence in self-regulation and academics, with the ultimate goal of fading that support over time.

Explicit social skills instruction is a key component of the program; teaching socially appropriate skills helps replace challenging behaviors and ensures a successful inclusion experience. When challenging behaviors occur, they are addressed using positive behavior support plans implemented by trained staff.

Our special education services offer a comprehensive continuum of support, ranging from full inclusion to sub-separate academic environments. The sub-separate classroom is specifically designed for students who require a smaller, highly structured setting to make effective progress. In this space, instruction is characterized by specialized pacing, tailored presentations, and materials specifically curated for students with language-based learning disabilities.  Beyond academics, this environment serves as a therapeutic resource for any student in the program, providing a quiet space to regulate and regain behavioral control before reintegrating into the general education setting.

Special educators collaborate regularly with the district behaviorist, related service providers (BCBA, School Psychologist, OT, Speech/Language, PT), and families to promote consistent interventions and maximize outcomes. Additionally, IEP Teams have access to advanced clinical consultants, including a doctoral-level psychologist and a consulting psychiatrist. For students with significant needs, regularly scheduled parent communication is often included in their IEPs.

A variety of counseling and behavioral support services are provided across both general and special education settings. These services are invaluable to students, teachers, and administrators.

School psychologists, adjustment counselors, and district behaviorists take a proactive approach to supporting students experiencing social, emotional, and behavioral health difficulties. This proactive model fosters a safe and supportive learning environment for all students.  Services include consultation with teachers, parents, and outside therapists, as well as student observations, classroom lessons, social/emotional/behavioral health assessments, and individual intervention plans.

Additionally, individual and group counseling are available to focus on topics such as developing social skills, coping with anxiety, processing grief and loss, and navigating family changes. Through a partnership with the Bi-County Collaborative, our school-based teams also have access to a doctoral-level psychologist and a consulting psychiatrist.

Norfolk contracts with an educational audiologist from The Learning Center for the Deaf to address the specific needs of students with hearing aids and cochlear implants (PreK–Grade 6). This support system includes monitoring students’ academic and developmental progress, consulting with and training teachers, administering assessments and observations, and attending Team meetings as professional determined.

Additionally, through a partnership with the Clarke Schools for Hearing and Speech, the district has access to a Teacher of the Deaf.

Vision and Orientation & Mobility A Vision Specialist and an Orientation & Mobility (O&M) Specialist are contracted through the Perkins School for the Blind on an as-needed basis. These specialists monitor students’ academic and developmental progress, consult with teachers and staff, conduct student observations, and attend Team meetings as required.

Assistive Technology (AT) Assistive Technology is defined as “any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain or improve functional capabilities of individuals with disabilities” (IDEA 2004).

Assistive Technology accommodations are available if a student requires AT devices and/or services to receive FAPE. To assess these needs, the district may conduct a formal Assistive Technology evaluation.

Through student observation, formal evaluation, and consultation with the student’s liaison and general education teacher, the team selects appropriate low-tech, mid-tech, or high-tech tools to reduce or remove barriers caused by the student’s disability.

Augmentative Communication An Augmentative Communication Consultant is available to the district on a quarterly basis, or more frequently if professionally determined. This consultant observes students and collaborates with liaisons and teaching teams to support the selection and implementation of augmentative communication devices and systems. This process may also include a formal Augmentative Communication evaluation to determine the most appropriate communication system for the student.

Physical Therapy (PT) services include the evaluation of students to determine if they require direct services to access the school curriculum. Physical Therapy interventions are designed to enable the student to travel throughout the school environment, participate in the classroom, and manage stairs, restrooms, the cafeteria, and the playground.

In addition, the Physical Therapist provides screenings to assist with Multi-Tiered Systems of Support (MTSS). The PT also facilitates general classroom interventions in the form of tiered supports for short-term periods (up to 12 weeks). 

Interventions may be provided in the following ways:

• Consultation: Collaborating with classroom staff and/or the family.
• Direct Service: Provided in the classroom or a separate therapeutic setting.

Accommodations: Supporting access within the classroom, gym, or playground.

Occupational Therapy (OT) services include the evaluation of students to determine if they require direct services to access the school curriculum. OT addresses fine motor skills, sensory processing, attention, gross motor coordination (body awareness), and functional life skills.

In addition, Occupational Therapists provide screenings to assist with Multi-Tiered Systems of Support (MTSS).  They also facilitate general classroom interventions in the form of tiered supports for short-term periods (6–8 weeks).

Services are delivered in a variety of ways, including:

• Direct Services in the Classroom: Services provided by the Occupational Therapist within the classroom setting. These may be delivered 1:1 or in a small group to address the student’s specific area of need.
• Direct Services in a Separate Setting: Services provided by the Occupational Therapist in a separate setting, usually a therapeutic treatment room. These are delivered outside the inclusion setting when specific equipment is required or when a student needs a distraction-free environment to learn.
• Consultation Services: Collaboration between the Occupational Therapist and staff to discuss and implement classroom accommodations. These meetings may also include brainstorming sessions to support staff and educate them on the specific OT needs of the student.

Speech-Language Pathologists (SLPs) conduct evaluations as part of the Team process to identify a student’s strengths and areas of need. These evaluations assist in determining eligibility for special education and related services. SLPs develop Individualized Education Programs (IEPs) to address specific needs and provide accommodations that ensure students can access the curriculum. Speech-Language Pathologists have access to consultation and collaboration with the educational audiologist, AAC consultant, and Teacher of the Deaf to support student needs and IEP programming, as professionally determined.

Services may be delivered in a variety of ways:

• General Education Support: SLPs provide short-term interventions to general education students who require specific skill instruction (e.g.: Multi-Tiered Systems of Support/MTSS)
• Direct Services: These are provided within the classroom, in small groups, or individually, depending on the student's needs.
• Consultation: Indirect services include consultation with teachers, special educators, audiologists, and parents. SLPs may provide carryover activities to families to support generalization of skills across environments.
• Areas of Focus Speech-Language services are provided to address and improve:

• Articulation & Phonology: Speech sound production and overall clarity.
• Fluency: Addressing stuttering and cluttering.
• Language Skills: Receptive (comprehension) and expressive language.
• Vocabulary: Word retrieval and semantic knowledge.
• Pragmatic Skills: Social language use and communication in social settings.
• Environmental Needs: Managing classroom acoustics through accommodations and amplification systems.

Out-of-District Placements When the district's internal programs cannot fully meet a student's needs, the Team will consider placement in an out-of-district program. These alternatives may include programs provided by the Bi-County Collaborative or other DESE-approved private special education schools.

The process begins with the Team identifying the specific components required for the student's next placement. Updated evaluations may be conducted to support the Team in understanding the student's current performance levels while exploring these options. With written parental consent, the Special Education Office sends referral packets to appropriate programs. When necessary, district staff will visit potential programs with the parents and report back to the Team to facilitate an appropriate placement decision.

Specialized transportation is provided between the home and the school for students when the child requires this type of transportation as a result of his or her disability in order to benefit from special education.  All students enrolled in out-of-district placements are provided with transportation, unless their parents have opted to drive them and receive mileage reimbursement.