The support of diverse academic needs and learning styles is a critical part of the Schechter educational program. Each campus has a Director of Support Services, general and Judaic studies support staff, and a counselor/consulting psychologist. Support staff identify and work with children who are in need of additional support or in need of enrichment.
We accommodate children with different academic abilities through both modifications in the classroom and also through “pull-out” support. Children may receive support in the classroom from an assistant teacher or support teacher. Children may also receive support outside the classroom in both General and Judaic Studies.
Support staff work collaboratively with classroom teachers to design, implement, and evaluate modifications in instruction and assessment. Staff members are also available to assist parents and families. Our aim is to help each student work independently in the classroom and to enhance self-esteem by providing varied opportunities for success.
Support in the form of accommodations is quite common. Many children require accommodations to succeed in the classroom. For a child with attention difficulties, for example, these might include: frequent breaks, a behavior modification checklist, or permission to use a “fidget.” For a child with Asperger’s Syndrome or a nonverbal learning disability, these might include: breaking down a task into its component steps, alerting a child to transitions in the day’s schedule, and/or modifying demands for copying from the board.
The school also provides limited English language tutoring for students who arrive at Schechter knowing little English (most often these are students from Israel) and we modify assignments as needed.
Supporting students with diverse academic needs and learning styles requires a knowledgeable faculty. Teachers participate in Schechter University classes on teaching reading, literacy, using technology, and differentiation.