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DARCHEI NOAM

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SPECIAL EDITION FALL 2016 ‫סתו תשע”ז‬

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A Mosaic of SUPPORT: Connecting New & Existing Services to Serve Every Child

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ishlei tells us that when you educate children in a way that is personally meaningful to them, their knowledge lasts a lifetime: Chanoch la’noar, al pi darco — gam ki yazkin, lo yasur memenah. .‫ גם כי יזקין לא יסור ממנה‬,‫חנוך לנער על פי דרכו‬ This teaching comes alive every day at Yeshivat Noam. Through support services, enrichment programs, and collaboration between parents, teachers, administrators, and special educators, Yeshivat Noam offers each child a learning environment tailored to their needs. Everyone at the school is dedicated to helping children not only learn, but develop confidence, experience success, and feel proud. While support services have always been a part of the school’s mission, several new programs promise students even more chances to build self-confidence and succeed. The learning

priorities these new programs address are language and literacy. Both the ongoing and the newer programs “come together to form a beautiful mosaic to meet different children’s needs,” says Rabbi Chaim Hagler, Principal of Yeshivat Noam.

Speech and Language Therapy: The Next Frontier This year, the school hired a new full-time speech and language therapist to help students with language processing difficulties. Shulamit Roth is an American Speech Language and Hearing Association (ASHA) certified, Speech and Language Pathologist with a speciality in language and learning disabilities. Rabbi Hagler calls language “the next frontier” in education. CONTINUED ON P. 11

Everyone at the school is dedicated to helping children not only learn, but develop confidence, experience success, and feel proud.


support Catching Our “She is able to follow along in class, has more self-confidence, and is able to participate much more effectively…”

Rising Stars

SUPPORT Starting in Early Childhood

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eshivat Noam has a unique dedication to providing a wide range of Early Childhood support services based on its commitment to development and intervention. “The mindset of the school, since we began in 2001, has been to meet the needs of all children by identifying their needs, supporting their growth and working collaboratively with their parents,” says Morah Amy Kagedan, Director of Early Childhood Support Services, since the school began. Morah Amy has an M.S. in Early Childhood Special Education and has worked in this field for more than 35 years.

Personalized Attention

Morah Judy with a Kindergarten student exploring the brand new sensory gym.

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Morah Amy explains that the school works to identify potential developmental or learning challenges as early as the admissions process. “When parents apply, Rabbi Hagler, Morah Kara Feldman, our Early Childhood Director, and I meet with them to learn about their child. Parents discuss his/ her child’s personality and development — including cognitive, language, motor and social/emotional skills,” explains Morah Amy. After the parent meeting, Morah Amy observes every new applicant in their current school. Based on all of the information that they gather, the team may meet again with the family and discuss how the school can meet the child’s needs responsibly. If concerns arise once school begins, administrators already have an established positive relationship with the family. After this personalized

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process, parents share that they appreciate the time and guidance they received from the Yeshivat Noam team to make the best possible placement decision for their child.

Support in the Classroom Yeshivat Noam recently developed an inclusion program to help support Kindergarten children whose pre-academic skills are just emerging. Through this inclusion model, a special educator works with a small group of students in one of the mainstream Kindergarten classrooms. Now partially funded by a grant and officially called “Chazak B’Noam,” this support program is succeeding. Allyson Gur Aryeh’s daughter blossomed from the personal attention she received during her Kindergarten year in the inclusion model with Special Education teacher Morah Judy SadenBarach, as well as from small group instruction work with a dedicated Reading Specialist. Gur Aryeh describes Morah Judy as “a calm and wonderful presence who gets to know each child in order to develop individualized strategies to help them reach their potential.” For example, Morah Judy supports students with all academic skills in the classroom and in their dedicated small group instruction room, refocuses them when they are distracted, implements behavioral charts, and builds their self-confidence and social skills. Morah Judy collaborates with the classroom teachers and communicates regularly with the parents. Gur Aryeh says that due to the additional support in Kindergarten, her daughter no longer needed the inclusion model. “She is able to follow along in class, has more self-confidence, and is able to participate much more effectively. Her reading has also improved dramatically, and she started First Grade right on track.” Some students qualify and benefit from the federal and state funded services provided by Bergen County Special Services and offered in Yeshivat Noam. Morah Amy oversees and coordinates these services and helps parents navigate the system. Alternatively, there are some students who spend half their day in a public school program, receiving specialized education and therapies there, and the other half at Yeshivat Noam.


Early Screening The school screens both Buds and Kindergartners for learning and literacy issues with specialized screening tools. “This helps us to identify early learning problems, and present the data to the parents in a way that they can best understand,” Morah Amy explained. Teachers meet regularly with Morah Amy and Morah Kara to develop strategies to address early learning problems in the classrooms.

Kindergarten Reading Specialist Yeshivat Noam has a Kindergarten Reading Specialist, Morah Ilissa Green, who has an M.A. in Special Education. Based on the DIBELS literacy screening and informal assessments that are administered at the beginning of the Kindergarten year, Morah Ilissa identifies children who would benefit from intensive, small group work. They meet several times a week, as well as one-on-one when necessary, using a variety of multisensory interventions. In addition, Morah Kara has introduced a new Kindergarten literacy curriculum called Fundations. Over the course of this year, the teachers are being trained in how Fundations makes learning to read “fun” while laying the groundwork for life-long literacy. According to Morah Kara, “By teaching phonemic awareness and providing direct instruction, in conjunction with creative literacy experiences, we are meeting the needs of more learners and preparing them for a smooth transition to First Grade and beyond.

therapy services, either privately or through Bergen County Special Services. Additionally, students enrolled in the Chazak B’Noam inclusion class in Kindergarten and First Grade also utilize the sensory gym with their inclusion teacher. Its state-of-the-art design offers a variety of activities to help students develop fine and gross motor skills, as well as sensory integration skills. Some of the highlights of the new space include climbing walls, crash mats, a loft and swings.

Social and Emotional Support For students having difficulty with social skills, Morah Amy organizes Lunch Clubs. The students meet in small groups for eight-week sessions to work on social skills in a natural setting. Morah Amy also developed the MySELF program, based on the theories of Social-Emotional Learning, in which she visits both the Buds and Kindergarten classes. Each week the children learn how to listen, pay attention and make good decisions, through mindfulness, breathing, and sensory experiences.

#what parents love

• Partnership with parents to meet a wide range of learning needs • Early identification of learning styles • Chazak B’ Noam, helps children with literacy, learning and behavior. • New sensory gym • MYSelf program

“Social skills and attention have been affected by the immediacy of technology,” Morah Amy says. “This program helps children learn how their brain works through sensory experiences and social skills activities. It helps students realize that they are in control of their behavior, rather than just reacting to everything around them.”

Easing the Logistical Burden on Parents Yeshivat Noam has a commitment to providing as many support services as possible within the school in order to decrease families’ needs for outside specialists. In addition to administering Bergen County services and providing a Reading Specialist, Yeshivat Noam provides opportunities for children to receive private speech, language and occupational therapies on site during the school day. Yeshivat Noam recently installed a new sensory gym. This is a dedicated space for students in Buds through First Grade to receive occupational

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EARLY CHILDHOOD

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support Every elementary school grade has a dedicated special education teacher for Judaic and General Studies who is available all day, every day.

We Always Start With Yes:

Flexibility and Creativity for SUPPORT in Elementary School

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lexibility, creativity, warmth and reassurance are the principles guiding Yeshivat Noam’s support services in Elementary School. “When a child is struggling and needs help, we always start with ‘Yes, we can help solve it,’” says Stacy Katzwer, Director of Elementary School Support Services. Every Elementary School grade has a dedicated special education teacher for Judaic and General Studies who is available all day, every day. These teachers offer personalized, small group instruction in Math, English, Chumash, Hebrew, and Mishnah. The social-emotional needs of elementary school students are supported by Dr. Miryam Benovitz, School Psychologist, Grades 1-5. In addition to working closely with teachers to help them find ways to meet the struggles and needs of their students, Dr. Benovitz also provides individual counseling, Lunch Clubs, and behavioral intervention, as well as proactive programming in areas such as bullying and making friends.

Catch Problems Early At the beginning of the school year, teachers evaluate student reading skills using both traditional methods, including conferencing with the child’s previous teachers, one-on-one reading, DIBELS and the Fountas and Pinnell Reading Assessment, MAP testing as well as online programs. The combination of the data these assessments provide is specific and identifies each child’s skill level in decoding, comprehension and overall literacy. Hebrew decoding accuracy and fluency is assessed as well and targeted instruction is provided accordingly. Once identified, students receive small group instruction at the appropriate level. During wholegroup instruction, our General Studies Curriculum Coordinator, Mrs. Caryn Nat, partners with teachers to ensure that lessons are differentiated, enabling students at various levels to be engaged and learning.

Inclusion Program Is Transformational

This past Spring, a Yeshivat Noam family made a generous multi-year donation to launch the Chazak B’ Noam program, which is providing a dedicated inclusion class in Kindergarten and First Grade, and now an accelerated literacy program in Second Grade. The program is now in its second year. Debra Tolchin, the First Grade inclusion teacher, works to ensure each child’s academic growth and success in both General and Judaic studies. In Second Grade, Arwen Kuttner, teaches the small group Reading Acceleration Program which provides literacy and language instruction while developing student skills. Stefanie Diamond’s daughter, Sami, was recommended to join the First Grade inclusion program when she was having trouble reading and blending sounds in Kindergarten. Based on this recommendation, the Diamond family decided to enroll Sami in the Chazak B’ Noam inclusion class for First Grade. “Sami had no idea she was any different than any of the other kids in the class,” according to Stefanie. “Morah Debra helped Sami grow academically, build her skills, and develop self-confidence, without making her feel singled out.” “The program gave her so much confidence — she started First Grade saying ‘I’m stupid’ because the other kids could read and she couldn’t,” Diamond says. “But she ended the year full of pride at her accomplishments, reading beautifully and confident in her ability to succeed as a student,” says Diamond. Sami is now experiencing success in Second Grade and no longer requires the Chazak B’ Noam program.

Applying Skills in Third, Fourth and Fifth Grades In older grades, the focus of both mainstream teaching and support shifts from “learning to

ELEMENTARY SCHOOL

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read” to “reading to learn.” For students in these grades who struggle with reading mechanics, Yeshivat Noam implemented a Word Study program which helps students learn strategies to decode unfamiliar words, promoting greater reading fluency. At Yeshivat Noam, student and academic skills are the foundation to success. Students use these developing skills in each of the General and Judaic subjects. “We help students understand their personal learning style and identify the tools that are most helpful to them,” says Mrs. Katzwer. “We teach students to utilize those tools in Chumash, Mishna, Math and all areas of learning. These strategies help build student confidence,” she says.

Partnering with Bergen County In addition to providing its own support, the school works with Bergen County to provide additional services. These services include Supplemental Education, Speech/Language, Occupational Therapy, and Compensatory Education. Children who qualify and have an

#what parents love

Individualized Service Plan (ISP) can also receive specific accommodations, such as:

• • • • •

Extended time on assessments Having questions read aloud to them Preferential classroom seating Assistive technology Use of a calculator or math tables

Mrs. Katzwer enjoys collaborating with the county specialists and is “very grateful for the services we get from the county.” But this level of support is often not enough. “Our own support department is richer, broader, and works daily with our students,” she says.

Yeshivat Noam Helps All Children Thrive The goal of the Yeshivat Noam Learning Center is to make learning accessible to everyone. Diamond agrees. “This school is not just for one particular type of learner,” she says. “The teachers identify each child’s unique qualities and help them thrive in different ways.”

SPECIAL EDITION:

• Special educators provide support for each grade and in all subjects • Small group instruction and inclusion • Partnerships and collaboration • Building confidence to succeed • Students reach their potential

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#what parents love • B  ook club sparks discussion and imagination • Accelerated math classes • Personalized enrichment • Love of learning • Advanced Chumah and Ivrit learning groups

Elementary ENRICHMENT Benefits Every Child

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very student has strengths and it is our job to identify those strengths and enrich students in areas that they excel in,” says Rabbi Hagler. To accomplish this goal, Yeshivat Noam offers numerous enrichment opportunities in Judaic and General subjects.

have an extreme love of learning and we continue to feed it. We work them hard but it’s amazing to see their faces light up when they learn something new.” Even within the enrichment classes, there is tailoring for each child’s specific needs.

Lunchtime Book Club

Mrs. Saks is a big believer in offering enrichment programs for all students, as well.

If you love reading and discussing books, chances are, you’re in a book club. But what if you’re a book-loving Fourth or Fifth Grader? It’s not easy to find like-minded kids who will discuss characters and plot twists with you. When a Yeshivat Noam student faced this very predicament last year, Mrs. Margi Saks, Yeshivat Noam Director of Elementary School Enrichment, developed a lunchtime book club that brought together advanced readers. “Every two weeks, we read Newberry Award books from different cultures, time periods, and genres. This opportunity gives the group a chance to engage in a guided discussion,” she says. This is just one of the ways Yeshivat Noam personalizes enrichment in Elementary School.

Math Enrichment Classes In Math, a special program offers high-achieving students the opportunity to learn at an accelerated pace every day. Mrs. Saks teaching an enrichment math class.

Mrs. Saks says that for students who love Math, this is an exciting way to learn. “These students

Enrichment for Everyone

“We offer programs all across the curriculum so everyone can show and grow their special talent in a different area. You never know what’s going to be that critical spark,” she says. These special programs include:

• S  tudent Invention Through Education (SITE): Third Graders are challenged to solve a “problem” with a new invention. This fosters higher-level thinking and an “I can” attitude, which is empowering. Students show their projects to the students and parent body at a SITE fair. • S  tock Market Game: Fourth Graders are “given” $100,000 to invest over the course of ten weeks. They watch their investments to see if their total equity grows. The team with the greatest total equity wins — and Yeshivat Noam won second place in the New Jersey Stock Market Game last year. • Law Fair: Classes learn about the legal system and then develop their own civil or criminal case. The projects are submitted to the New Jersey Bar Association and Yeshivat Noam’s submissions won three out of the past five years. • S  cience Olympiad: In Fifth Grade, students become “experts” in one area of science, such as building a bridge, aerodynamics, or using triple beam scales. Students compete against others in the class and the competition helps nurture a love for science.

Elana and Bruce Kessler are grateful that their son, Amitai, is in the Third Grade Math Enrichment class. According to Elana, “We are constantly impressed by the number of educational professionals dedicated to supporting and enriching the students. Amitai is loving his Math Enrichment class with Margi Saks. He is challenged by the more advanced coursework and likes being in a class with only five students.” 6 | DARCHEI NOAM | SUPPORT & ENRICHMENT


Empowering Independent Learning: Middle School Enrichment

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apturing the attention of bright, bustling Middle School students may seem impossible; however, Yeshivat Noam teachers make it happen every day. According to Rabbi Yitzchok Motechin, Assistant Principal of Judaic Studies in the Middle School, “Teachers are excited by the subject matter they teach, and they develop a relationship with each student so learning is an outgrowth of that relationship.” Yeshivat Noam offers several options for Middle School enrichment.

Tracked Classes and Differentiated Learning Having a balance of homogeneous and heterogenous classes greatly benefits students. There are honors level classes for Math and Hebrew starting in Sixth Grade, for Gemara and English starting in Seventh Grade, and for Chumash in Eighth Grade. The school also offers high honors classes to accommodate students who are accelerated in more than one grade level. Even within classes, students receive differentiated assignments to ensure they are appropriately challenged. Thanks to a multi-year enrichment grant from Becky and Avi Katz, teachers have participated in a Professional Learning Community to receive specialized training in offering enrichment within a heterogeneous class. The children in the Kurz family, Yonatan, Class of 2014, Ayelet, Eighth Grade, Aviva, Fifth Grade, and Daniel, Third Grade, currently participate or have participated in enrichment programming at Yeshivat Noam. Their parents, Rebecca and Jeremy, appreciate the enrichment opportunities that have been provided for their children. “Enrichment classes have been wonderful to enrich our children and hone in on their strengths.” Rebecca shared. “In Middle School, the honors classes push every child to think to the best of his or her ability. Our son is now in Eleventh Grade and Yeshivat Noam did a great job preparing him. The skills he learned in Seventh and Eighth Grades carried forward to ensuring his success in high school.” Aliza Chanales, Assistant Principal for General Studies in the Middle School, says that teachers are constantly monitoring student learning,

growth, and engagement in order to identify students who are ready for further acceleration. “Our students are amazingly curious, talented, and knowledgeable,” Ms. Chanales says. “We are constantly finding new ways to challenge and inspire them.”

Extracurricular Enrichment Additional opportunities to learn are available for both Judaic and General Studies. Students with strong Tanach skills participate in an independent learning project provided by the Lookstein Foundation’s Virtual Jewish Academy.

#what parents love • Curiosity and passion for learning • Honors and high honors classes • Advanced Torah learning: Lookstein Virtual Academy, Daf Yomi, Chidon HaTanach, Mishmar • Students can shine in multiple ways at YN

Other Judaic programs include voluntary Daf Yomi in Hebrew, incentives to learn mishnayot, and weekly Mishmar that draws more than 100 students. The school also participates in the Chidon HaTanach National Bible Contest for Youth and Eighth Grader Uriel Simpson, the National Champion, will be representing the United States in Israel this year. In General Studies, students who qualify can participate in a special Science Technology Engineering Math (STEM) program after school. The Eighth Grade has an engineering team that competes against other schools in a complex design competition. Students who excel at History have the option to take an Enrichment Jewish History course. The school offers a Debate team, as well. FALL 2016 | SPECIAL EDITION | 7


support To offer students both a supportive and challenging learning environment, Middle School students are placed in appropriately leveled classes according to academic level.

MIDDLE SCHOOL: Meeting Each Child’s Needs, One at a Time

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student’s Middle School years mark tremendous developmental, cognitive, and personal growth and challenges. These developments happen at different rates and along different paths for each child. The administrators and teachers partner with students to understand their strengths and weaknesses, and to plan for their unique development as they transition from child to teenager. “Middle School is the bridge between Elementary School, where there’s a lot of hand holding, and High School where students are very much on their own,” Rabbi Avi Wasser, Director of Middle School Support Services says. “We help students learn with training wheels on and then slowly take them off.”

Differentiated Instruction Aliza Chanales, Assistant Principal of Middle School, General Studies says, “We pride ourselves on appreciating the diversity and complexity of our students as learners and as people.” The goal of each Middle School classroom teacher is to understand the diverse learning profiles of their students and plan, teach, and assess accordingly. For example, within a classroom, teachers create multiple versions of lessons, assignments, and tests. Also, teachers and administrators partner with parents to promote productive learning. Teachers conference with students one on one as needed and many provide “office hours” to answer emails in the evenings during homework times. Another tool the Middle School utilizes to ensure student growth is weekly team meetings, where Rabbi Wasser and Middle School psychologist Dr. Alex Mondrow meet with the teachers to review the progress and challenges for every student. The administrators and teachers follow up by creating or revising individual growth and learning plans. According to Ms. Chanales, “The ongoing and collaborative nature of this cycle allows us to track the learning of our students,

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understand their social/emotional experience, and implement plans that are dynamic and effective.”

Study and Learning Skills (SLS) A key element of Yeshivat Noam’s support services is the Study and Learning Skills (SLS) program which fosters independence and develops executive functioning skills. Taught by special educators, SLS offers students extra assistance and instruction in skills like organizing, studying, note-taking, time management, planning, summarizing and researching. The SLS teachers are familiar with the grade-wide curriculum and serve as consultants for other teachers. They help teachers create modifications and provide accommodations. “We often receive positive feedback from parents of high school students attributing their child’s success to our SLS classes and support team,” says Rabbi Wasser.

Class Placements Enable Student Achievement To offer students both a supportive and challenging learning environment, Middle School students are placed in appropriately leveled classes according to academic level. For example, in each grade, there are four to five Math tracks, each with fewer than 15 students. Some subjects begin to be tracked in Sixth Grade with more added each year, as follows:

• Sixth Grade: Ivrit and Math • Seventh Grade: Ivrit, Math, English and Gemara

• Eighth Grade: Ivrit, Math, English, Gemara and Chumash

In addition, support classes are offered in many Sixth Grade subjects that are not tracked by academic level.

MIDDLE


#what parents love

Middle School Chazak B’ Noam Expanded Services A new and generous grant is enabling Yeshivat Noam to expand its groundbreaking “Chazak B’ Noam” program into Middle School this year with the addition of two new full-time professionals. The Chazak B’ Noam program assists students with multifaceted learning profiles to ensure complete academic and psychosocial success. This grant has enabled Yeshivat Noam to hire a behavioral specialist, Dr. Rachel Cohen, and a special educator, Mr. Yosef Trinz, to join the educational team.

• Tailor-made lessons, assignments and tests • Accessible teachers • SLS promotes skills • Individualized class placement • Professional, collaborative team approach

Dr. Cohen, who has degrees in Special Education, Educational Psychology and School Psychology, consults with school staff on student behavior and social skills under the supervision of Dr. Mondrow. According to Dr. Cohen, “Students struggling academically are often misunderstood and require additional attention to better understand their thoughts and concerns. In my capacity, I am developing relationships with these students and creating and implementing individualized plans to ensure their overall success.” Mr. Trinz, who holds a Master’s degree in Special Education, is working with students on writing and executive functioning skills.

Committed to Each Child’s Success “We will do whatever helps a child grow — that is the Yeshivat Noam way,” Rabbi Wasser says. “Parents know that their child will be number one — and we will do what’s best for them. It is our goal that they leave Yeshivat Noam with a sense of self-confidence, love of learning and the skills to thrive in High School and beyond.”

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SCHOOL

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Rina Altman 2nd Grade General Studies Learning Center Specialist

Racheli Benjamin Middle School Learning Center Specialist

Dr. Miryam Benovitz School Psychologist, Grades 1-5

Alysa Cohen 1st Grade General Studies Learning Center Specialist

Dr. Rachel Cohen Middle School Learning and Behaviorial Specialist

Tzipporah Cohen 5th Grade Learning Center Specialist

Erica David 2nd Grade Judaic Studies Learning Center Specialist

Ilissa Green Kindergarten Reading Specialist

Jamie Jacobs 4th Grade General Studies Learning Center Specialist

Amy Kagedan Director of Support Services, Early Childhood

Miriam Kalson 3rd Grade General Studies Learning Center Specialist

Stacy Katzwer Director of Support Services, Grades 1-5

Barbara Kloor 3rd Grade Judaic Studies Learning Center Specialist

Rabbi Yehuda Kravetz 5th Grade Judaic Studies Learning Center Specialist

Arwen Kuttner 2nd Grade Accelerated Literacy Specialist

Rabbi Dr. Alex Mondrow School Psychologist, Middle School

Jenny Pavel Assistant Director of Support Services, Grades 4 and 5

Shulamit Roth Language and Literacy Specialist

Judy Saden-Barach Kindergarten Inclusion Specialist

Malka Shapiro Middle School Learning Center Specialist

Jessica Tabak Middle School Learning Center Specialist

Debra Tolchin 1st Grade Inclusion Specialist

Yosef Trinz Middle School Learning Center Specialist

Rabbi Avi Wasser Director of Support Services, Middle School

Yocheved Weinbach 1st Grade Judaic Studies Learning Center Specialist

Erica Yadlovker 4th Grade Judaic Studies Learning Center Specialist

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MOSAIC OF SUPPORT CONTINUED FROM P. 1

“School is very language-based, and can be very overwhelming. It involves processing, following multi-step directions, reading language-based texts, using language with peers. For some students, that is challenging and can get in their way,” he explains.

education teachers in each class to work with a small group of four to six children on reading skills and class participation. As an inclusion program, the teachers support students in their mainstream classrooms, and collaborate seamlessly with the classroom teacher.

Rabbi Hagler expects the language therapist to address linguistic challenges — and not only by working one-on-one with kids on articulation issues. Rather, she gives teachers strategies to make classrooms more language supportive and help students thrive. Additionally, she observes and screens students for language-based learning difficulties and coaches teachers to meet more language needs directly in the classroom.

Students bond with both their classroom teacher and their inclusion teacher, since everyone works together in the same classroom. The special educator moves with the group from General to Judaic Studies classes, and therefore has a complete picture of each child’s progress across the curriculum.

Chazak B’ Noam: Inclusion Support Inclusion began as a pilot program for Kindergarten in 2014, thanks to a grant from The Slomo and Cindy Silvian Foundation, and continued last year into First Grade. This year, the program continues more formally into Second Grade, and is now funded through an anonymous, multi-year donation of $100,000 per year. The program provides dedicated special

“We did an informal longitudinal study where we looked at students in the older grades to trace back where learning issues started and what we could have identified sooner or done differently,” says Rabbi Hagler. The school found that providing support and intervention for reading skills, such as decoding, fluency, and comprehension, at younger grades, set the foundation for literacy and learning in older grades. Now, the school assesses students in the pre-K “Buds” class and in Kindergarten in reading and school readiness. The inclusion aspect of the program is key

since Rabbi Hagler believes that it’s important to keep children in the classroom environment. Students are able to learn from peers and be a part of the classroom community. Furthermore, the goal is to provide these students with the tools and skills necessary to learn within the classroom setting. By staying within their classrooms, they learn how to navigate and succeed within a larger classroom environment. So far, the program has been a success. According to Rabbi Hagler, parents are providing very positive feedback that their children are growing and learning. Parent Loretta Paley’s daughter was in the first group of students to benefit from the Chazak B’ Noam program. The program offered her daughter the support she needed to learn to read. “The proof is in the pudding because now my daughter is in a regular reading group.” Students who require less intensive learning support benefit from

working with the various other specialists the school provides. Small group learning with specialists in Reading, Math, Chumash and Hebrew is available for all Elementary School students.

Chazak B’Noam: Middle School Learning Specialists New in 2016, Yeshivat Noam has been blessed to receive another grant to expand support services offered to Middle School students. See page 9 for more information about the phenomenal work of Dr. Rachel Cohen with our students.

Ongoing Dedication Rabbi Hagler encourages parents to reach out if they have questions or concerns. “We partner with parents in identifying needs and putting a plan into place.” The school’s overarching goal is to help children feel comfortable and learn in the environment that is best for them.

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