About

Student Support

Meet the Student Support Team

List of 5 items.

  • Genevieve Chenoweth | Lower School Learning Specialist

    Our Learning Specialist serves as a resource to teachers and a liaison to a network of professionals outside of the school, including educational therapists, speech and language pathologists, and occupational therapists.

    Contact Genevieve at gchenoweth@buckley.org.
  • Annette Iversen | Lower School Psychologist and Consulting Clinical Psychologist

    Our Lower School Psychologist and Consulting Clinical Psychologist provides counsel to all teachers and staff who work with children and the Head of the Lower School on a variety of issue related to child development, learning, and protocols. The psychologist interprets psycho-educational evaluations and assessments that are provided to the school by families, and provides advice and assistance to parents/guardians who seek guidance on child-rearing, child development, and issues that may be related to learning and social/emotional growth. The Lower School Psychologist also consults as a clinical psychologist on an as-needed basis for the Middle School and Upper School.

    Contact Annette at aiversen@buckley.org.
  • Carly Zarrow | Middle School Educational Support Specialist

    Our Educational Support Specialist discusses ways that teachers and families can support students academically. The support specialist serves the learning needs and the emotional, social, and psychological needs of our 6-8th grade students. The support specialist provides support services to students with learning differences and their families. Counseling/psychological services may be provided through one-on-one sessions, group sessions, conflict resolution, and the creation of social/emotional educational plans. 

    Contact Carly at czarrow@buckley.org.
  • Sonia Capretta | Upper School Educational Support Specialist

    Our Educational Support Specialist discusses ways that teachers and families can support students academically. When students present with a documented learning profile, the support specialist facilitates appropriate accommodations in school and with the College Board.

    Contact Sonia at scapretta@buckley.org.
  • Mara Tapia | Upper School Counselor

    Our Upper School Counselor is available for additional student and family support. When students face challenges at home or in school, they often need support to process their feelings and get through these difficult times. The school counselor provides listening skills and encouragement as students and families navigate through high school years. Counseling services may be provided through one-on-one sessions, family/group sessions, conflict resolution, and community education. 

    Email Mara at mtapia@buckley.org.
Tips for Learning at Home

Choosing a Work Space

Find a space that your child can use for their virtual classroom every day. It is best to have a consistent routine, so choose a spot that is always available and avoid moving from space to space. Some children work well in their bedroom, others find it a distracting space, particularly if they can see their toys. Your child may work better in a spare room or at a living room table, particularly if they require help or supervision to complete their work. 

Your child will need to sit at a desk or table comfortably to complete their work. A coffee table in front of the sofa may seem comfortable, but it can be hard to position the iPad or laptop and to maintain focus. 

Your child will have PE every day, as well as dance and theatre throughout the week. They will need to move around during these times and so will need some space. They may need to move chairs out of the way or move to a more open space for these sessions. If your child attends any Zoom rooms away from their table, please make sure they transition back to their desk to begin their work. 

Setting Up the Space

Children should have only the materials that they need at that moment on their desk/table. They will need:
  • iPad or laptop.
  • Paper - your child’s teacher can tell you what kind of paper they will need (lined, blank, grid etc.) 
  • Pencils, eraser, pencil sharpener, and pens (for older students). A desk caddy can help to keep these things visible and accessible (see Amazon useful materials list).
  • Colored pencils and art materials - these should be kept in a drawer, desk caddy or pencil case out of the way when not in use.
  • Work books and binders - keep these in a drawer, magazine holders, or box files when not in use. 

Zoom

If you have multiple children sharing a room, position them away from each other and use headphones. Please set your child’s zoom display name to their preferred first name (no emojis please). You can adjust their display name in the settings --> profile, or by clicking the 3 dots on their display. 

We want children to become as independent as possible with Zoom. Show your child how to join a meeting (all academic and specialist zooms will be on their teacher’s PMI), to mute and unmute themselves on Zoom. 

Schedules

Elementary children need to be able to ‘see their time’. Print a schedule with color coding and/or pictures for each subject and display it on the wall or table next to your child’s workspace.  Some children, especially younger children, will need a schedule showing just today’s activities. They can check or cross off lessons throughout the day as they complete them.

It can be tricky to get started in the morning. A checklist with pictures and text (even if your child is reading fluently) can help to keep them on track and help them see what they need to do before 8:45 a.m. Visual countdown timers can help children to see how much time they have left, to pace themselves and reduce frustration. 

Young children need to get up and move frequently. In the classroom they would be transitioning from the rug to their desks and between specialist classes throughout the day. Children should get up and move for a few minutes after every zoom call or completing each assignment. Encourage your child to take quick movement breaks, such as stretching, holding a balance pose for a count of 10, or walking around the room or around the house.