Enota Multiple Intelligences Academy
Resource Mapping Guide
The following is a brief summary of all the support teams, programs, strategies, and resources in place at Enota Multiple Intelligences Academy to support student achievement and address barriers to learning. Please take note of the contact person for more information.
In-School Resources
Classroom Guidance: Classroom guidance is the systematic delivery of age-appropriate, preventative (developmental) guidance concepts and units to large groups/classrooms of students. The topics are designed to assist students in achieving their academic, career, and personal/social competencies.
Contact: Sue Williamson, School Counselor
Individual Counseling: The school counselor is available to meet individually with students in circumstances when a student’s educational success is being impacted. Students may be referred to the school counselor by parents, teacher, or other school staff. The role of the school counselor is to help address issues and concerns that may negatively affect the student’s personal, social, and/or academic-career development.
Contact: Sue Williamson, School Counselor
Small Group Counseling: The purpose of small group guidance is to complement and enhance student learning by helping students improve their perceptions, attitudes and behaviors. A support group provides a safe setting where children increase their: 1) self-awareness, 2) cooperation and communication skills and 3) ability to have fun with peers. Topics are related to personal/social, academic and career development.
Contact: Sue Williamson, School Counselor
Parent/Staff Consultation: Elementary school counselors often serve as consultant for parents/guardians, as well as school staff members. Counselors have access to a variety of resources for parents and staff members to use when working with students. Consultation with the elementary school counselor is provided for parents to learn about their child’s progress in school and/or assist in areas that may be a concern. Together with parents, counselors are partners with the common goal of success for all children. Parents are the experts on their children and can give valuable insight to the school team.
Contact: Sue Williamson, School Counselor
Learning Supports Team: The focus is to combine school resources, strategies, and practices to provide physical, social, emotional, and intellectual supports to ALL students; the team also works to address barriers to learning and teaching and re-engaging disconnected students.
Contact: Jennifer Westbrook, Assistant Principal
Student Support Team: SST is a multi-disciplinary team which utilizes a problem-solving process to investigate the educational needs of students who are experiencing academic and/or social/behavioral difficulties. SST, which is required in every Georgia public school, uses a data-driven process to plan individualized supports and interventions and the method of assessing their effectiveness.
Contact: Sue Williamson, Counselor
Response to Intervention: RTI is a practice of academic and behavioral interventions designed to provide early, effective assistance to underperforming students. Research-based interventions are implemented and frequent progress monitoring is conducted to assess student response and progress. When students do not make progress, increasingly more intense interventions are introduced.
Contact: Sue Williamson, Counselor; Margaret Dowdy, Academic Coach
Positive Behavioral Interventions and Supports: PBIS is an evidence-based, data-driven framework proven to reduce disciplinary incidents, increase a school’s sense of safety and support improved academic outcomes. The premise of PBIS is that continual teaching, recognizing and rewarding of positive student behavior will reduce unnecessary discipline and promote a climate of greater productivity, safety and learning.
Contact: Jennifer Westbrook, Assistant Principal
504 Plan: A 504 Plan helps a child with special health care needs to fully participate in school. Usually, a 504 Plan is used by a general education student who is not eligible for special education services. A 504 Plan lists accommodations related to the child’s disability and required for the child to participate in the general classroom setting and educational programs. Developing any plan requires working together as a team.
Contact: Sue Williamson, 504 Coordinator
Individualized Education Program: An IEP is a written document that outlines the special education and related services specifically designed to meet the unique educational needs of a student with a disability. It is a written statement for a child with a disability that is developed, reviewed, and revised in accordance with IDEA 2004
Contact: Ashley Martin, Angie Hale, Sarah Dean, Julia King - Special Education Team; Jennifer Westbrook or Dr. Matt Maynor - Administrators
Early Intervention Prevention: The Early Intervention Program (EIP) is designed to serve students who are at risk of not reaching or maintaining academic grade level. The purpose of the Early Intervention Program is to provide additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time. Contact: Margaret Dowdy, Academic Coach; Jamisha Willock, EIP Teacher
English to Speakers of Other Languages (ESOL): The ESOL Program isdesigned to help English language learners (ELLs) master the skills necessary in order to be successful in reading, writing, listening, and speaking English in academic settings. Contact: Tina Gonzalez, Lead ESOL Teacher
School Governing Council: The SGC is comprised of parents, school staff, and community leaders to work together to improve student achievement. The Council serves in an advisory capacity and assists the school administration. Contact: Dr. Matt Maynor, Principal
Parent Workshops: Parent Workshops are formed to help parents understand and work with the affective and cognitive aspects of dealing with their children while allowing the parent to take an active role. Selected workshops are based upon parent’s surveys and grade level needs. English language classes are also offered to parents.
Contact: Tina Santos, Parent Coordinator
Class Keys: Class Keys is an evaluation system that identifies a teacher’s level of performance across five strands of teacher quality. The five strands are: Curriculum and Planning, Standards-Based Instruction, Assessment of Student Learning, Professionalism, and Student Achievement.
Contact: Dr. Matt Maynor, Principal and Jennifer Westbrook, Assistant Principal
Reading Bowl: Georgia Helen Ruffin Reading Bowl (GHRRB) involves teams comprised of students from different schools who compete to test their knowledge of selected books. The GHRRB is an annual competition and is open to students in grades four through twelve across the state.
Contact: Kyle Sanders, Media Specialist
Reading Is Fundamental (RIF) Program: Reading is Fundamental (RIF) is a federally-funded national program in schools and libraries to encourage children and teens to read. RIF gives new, free books to at-risk children and provides fun activities to motivate them to read.
Contact: Kyle Sanders, Media Specialist
MI Choice/Smartville: Enota is a Multiple Intelligences Academy, and MI Choice/Smartville time is provided each afternoon in grades K-5. Homeroom and support teachers team up to provide students with motivating activities designed to enhance students’ intelligences and support academic standards.
Contact: Leigh Elliott-Pfaff and Rebecca Goebel, MI Choice/Smartville Lead Teachers
Mentor Program: Community volunteers who complete Center Point training work with identified students to encourage social-emotional and academic development and provide tutorial support.
Contact: Sue Williamson, School Counselor
