Fair Lawn School District

REACH Program Description

  REACH Program Design Guide

                                         Fair Lawn Public Schools

 

The REACH Program of  Fair Lawn Schools is an enrichment program in which   the main goals are to augment the higher order thinking skills of all students and to meet the needs of students who are demonstrating advanced ability in curriculum areas.

 

                                                   REACH Program Design     

  K - 2       

  • In the primary grades the REACH team provides support to any teacher in order to assist him/her to meet the needs of individual students in the class.

Grade 3

The program in 3rd grade is STEM. This stands for Science, Technology, Engineering and Math.  It is a whole class, rotational series of problem solving activities and lessons.  It is primarily a hands-on curriculum.

 

Grades 4 & 5

 

In fourth grade, we are continuing our STEM lessons from the third grade for the first half of the year.  Each class will get a three week rotation of lessons.  This time we are solving various problems on our way through the Amazon rainforest.   Again these are hands-on critical thinking and problem solving lessons. 

The REACH teacher will meet with identified students for seminars covering the specific content areas of literacy and math.  This is done all year in Grade 5 and in the second half of the year for Grade 4.

Additionally, in grade 5, the REACH program will offer the opportunity for students to self nominate into the Word Masters Analogy Competition Program.

 

Independent Study

The REACH teacher will act as a facilitator for motivated students in grades 4-5 to develop, implement, and present an independent study based on the students’ interest.  This opportunity takes place for Grade 5 in the fall semester and in Grade 4 for the spring semester. This is a self-select program offered to all students. 

 

 

 

Rationale for Identification

The Fair Lawn REACH program’s identification procedures are designed as a means to recognize and respond to the gifted behaviors in students rather than labeling students.  Identification includes many dimensions:  aptitude, traits, behaviors and standardized test performance and classroom performance.  It is an ongoing process allowing the flexibility to meet the changing needs of students from year to year. 

Additionally in Grades 3-5 the following criteria will be used:

1.  District Standardized Tests Scores

2. State Standardized Test Scores

3. Classroom performance


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