To contact Concord Road staff please link through to our contact page for phone numbers and email information. To contact our K-4 teachers, please link through to our email listing. District wide contact information is available through this link.

Principal and Assistant Principal

• Mark Soss, Principal
• Layne Hudes, Assistant Principal
• Elaine Zuk, Administrative Assistant to Principal
• Jeanne Marcone, Administrative Assistant to Assistant Principal

Principal Mark Soss and Assistant Principal Layne Hudes join all staff in welcoming students to the 2007-2008 school year. Feel free to contact our administrative offices at any time.

Guidance Counselors

• Marilyn Entwistle
• Vikki Krebs

These services are designed to provide opportunities for all students to achieve their maximum growth intellectually, socially and emotionally through self-understanding and the development of life skills. Group guidance programs provide students with developmentally appropriate strategies.

School Psychologists

• Dr. Charlene Von Ohlen
• Dr. Michael Moffatt
• Dr. Bonnie Gutwirth (part-time)

School psychologists provide a broad range of services to all students, including the assessment of individual needs, consultation with teachers, administrators, and parents, direct intervention with students and program development.

Nurses

• Mrs. Joanne Klein
• Mrs. Susan Gretczko

The nurses at CRS serve as health counselors for students, parents, and staff. In addition, they are liaisons with outside health care providers whose treatment of students is relevant to the student’s school progress. Our nurses conduct all NYS mandated health screenings, dispense medications to students according to physicians’ orders, and provide emergency and routine medical care to students and staff.

Speech/Language Services

• Mrs. Debbie Harsch
• Mrs. Deborah Maguire
• Ms. Alison Schorpp
• Ms. Amanda Thalman

Speech/Language specialists provide diagnostic testing to help determine the extent and origin of communication problems that may be interfering with academic achievement. They provide services to students with moderate to severe communication disorders including voice, fluency, hearing and language deficits.

Occupational and Physical Therapists

• Dr. Liz Gaynor
• Mrs. Deborah Gottheim

Occupational Therapy and Physical Therapy services are provided when a student has a handicapping condition that impacts their ability to function within the school setting. Goals of treatment are designed to meet the specific needs of the student in relation to his/her overall educational program. Therapy services may include: screening, formal evaluation, program planning, intervention, communication, consultation, education, and documentation.

Literacy Specialists

• Mrs. Cheryl Stroud
• Mrs. Susan Zucchero
• Ms. Catherine Gordon

Our literacy specialists work with students who require more direct support around the development of reading and writing skills and strategies. The identification of students is dependent upon student benchmarks established for each grade level, teacher input and, at grade 4, the student’s score on the Grade 3 NYS ELA Assessment. Scheduling support is determined around the level of need required by each individual child. Services are delivered a minimum of three days/week in small group settings.

English as a Second Language (ESL)

• Christina Murray

Students who are English language learners receive support from a specialist in the acquisition of speaking, reading and listening skills in their new language. The level of services provided is determined by the student’s annual performance on the NYS Assessment designed specifically for these purposes. The NYSESLAT assessment occurs each Spring to determine scheduling for the following school year.

Special Education Services

Emotional Support Program (ESP)

• Mary Sheerin (Curriculum Leader, ESP)

The Emotional Support Program is for emotionally vulnerable, non-aggressive students K - 4 with average to superior cognitive potential. Students are supported in a nurturing, highly structured program. Students are mainstreamed into grade appropriate settings for both academic and non-academic classes.

Expanded PASS (EP)

• Joanne Byrne
• Tricia Werner
• Natasha Grey
• Gabriel Muzzio

This instructional model supports the intellectual, social, emotional and physical development of our neediest students. Classrooms are ‘self-contained’ with students leaving their rooms to meet with support services and special area teachers. Two of our EP classrooms participate in a ‘reverse mainstreaming’ program with our regular education classrooms each spring.

Program of Assisted Studies and Support (PASS)

• Anne Molloy
• Lisa McKeon
• Nancy Shepard
• Kristin Powers

This program offers intensive academic and language development experiences to students in grades K - 4 with learning and language disabilities. This may be established within a special class setting for up to two hours per day when needs are more intensive. Close collaboration between the special education teacher and the speech language therapist emphasizes the importance of building language skills.

Inclusion

• Nancy Shepard
• Lisa McKeon
• Kristin Powers
• Anne Molloy

This instructional model is delivered to special needs students within their regular education classroom. In this setting, a special education teacher and a teaching assistant team with one or two regular education students to co-teach.

Teaching Assistants and Aides

Teaching assistants and aides work to support each student’s success with classroom activities alongside and under the direction of teachers.