The Anne & Max Tanenbaum Community Hebrew Academy of Toronto

האקדמיה העברית ע"ש טננבאום

 

During the past 17 years TanenbaumCHAT's strong and steadfast commitment to equality of educational opportunities for all its students has come to be well recognized and appreciated by the community.  In keeping with new demands, the school's attention and dedication continues to expand and deepen. Our Centre, comprised of the Special Education (South Campus only) and Remediation Programs, has tried to respond, not only to an increase in the numbers of students seeking our services, but also to the challenges of the increasing variety of special needs presented to it.

The most appropriate placement and support services are individually determined during the initial intake interview and throughout the year. These decisions are reviewed on a regular basis.

The Learning Centre, South Campus, Room A116, (416) 636-5984 X 353

Ms. Judit Kenyeres, M.Ed., M.A.	Head of The Learning Centre, (416) 636-5984 X 286
Ms. Miriam Sela, B.A.,B.Ed.	Specialist in Jewish Studies, (416) 636-5984 X 367

The Learning Centre, North Campus, 3rd Floor Remediation Office, (905) 787-8772 X 310

Dr. Marilyn Izatt, Ed.D.	Head of The Learning Centre, (905) 787-8772 X 310
Ms. Nira Malis, B.Sc., B.Ed.	Specialist in Jewish Studies, (905) 787-8772 X 627

(offered only at South Campus)

Typical Eligibility Criteria:

• Prior education in the Jewish Day School System
• A Psycho-Educational Assessment indicating the need for special services/accommodations

General & Jewish Studies:

Historically TanenbaumCHAT's Special Needs students have come from Shearim School for Exceptional Children, however, we have also been accepting students from other Jewish Day Schools.

Integration into the regular stream is a vital component of the Special Education Program.  Our system allows for, and indeed fosters, full or partial integration throughout the year.

• For Grade 9 and 10 students whose learning profiles warrant more intense Instructional Accommodations, we offer Self-Contained learning environments with a maximum class size of 10 students. In both grades, special classes are offered in English, Math, Geography and Science as well as in all four Jewish Studies' courses. Also available, in Grade 11 & 12, are several Special Education courses in Jewish Studies such as Rabbinics and in Jewish History. In all other courses, a Special Education student is integrated into the mainstream classes.
• All Special Education courses grant Applied Credits for their successful completion in both Jewish and General Studies.
• A Course focusing on Learning Strategies is added to the Special Education curriculum in Grades 9 & 10. When required, it is also offered in Grades 11 & 12. This unique course fulfills a number of important goals. It provides the students with not only a formal curriculum focusing on study skills, organization and time management strategies, but also with opportunities for individualized instruction. The teachers of these courses also act as Advocates to ensure that the various needs of the students, throughout their courses, are attended to and coordinated. Although these are credited courses and count towards the 30 credits required for graduation, they do not satisfy the compulsory credit requirements for a diploma. Any compulsory credits missed can be taken in Grade 11.
• In Grade 11 and 12, students are timetabled individually. Courses are carefully selected in consultation with our Guidance Department during a yearly Review meeting. Weekly 1 hr. Remedial support ( without credit ) is also often built into students' timetables.

Ongoing review of each student's progress and the appropriateness of his/her placement and supports is carried out throughout and at the end of each academic year.

Overall our Special Education students have experienced much success at TanenbaumCHAT and indeed some have moved on to higher education, including university.

Typical Eligibility Criteria:

• Elementary education within the Jewish Day School System
• A Psycho-Educational Assessment indicating the need for special services/Accommodations

The Remediation Program is student oriented. We make a clear distinction between a Remediation Teacher and a Tutor.  Whereas a Tutor's goal is to help a student master a specific subject area, the Remediation teacher addresses all the needs of the student including; organizational and time management concerns, social and emotional needs, etc.   The Remediation staff not only fulfills the role of ?teacher? but equally, if not more importantly, the role of ?advocate?.  As Advocates, they ensure that all the teachers carry out the student's Education Plan, which includes recommendations for instruction and special Accommodations.  Advocates also communicate regularly with the parents of their students.

Some Typical Instructional Goals of a Remediation Specialist:

• Create an Educational Plan based on the learning profile of the student
• Help organize materials & manage time
• Help research and edit assignments
• Remediate reading and writing skills
• Help prepare for tests
• Talk over concerns and accomplishments
• Intercede with teachers, parents and counselors

Typical Accommodations Made on Behalf of Students are:

• Extra Time for Tests & Exams
• Computer use in class and/or for Exams
• Preferential seating
• Note-taking buddies
• Separate environment for tests and Exams
• Oral testing ( on rare occasions in addition to writing )

As noted, the Remediation Program serves a number of essential functions on behalf of students who have exceptional learning needs.  Based on their learning profile, which is typically determined by a Psycho-Educational Assessment, students are helped in a variety of ways.  Support is offered in one of the following forms:

1. Intensive Remedial help within a "tri-pod" in Grades 9 & 10 ---- A group of 3 students work with a Remedial teacher 3 times a week.  This is a credited course and counts towards the 30 credits required for a diploma.  This course provides the students with a set curriculum focused on study skills, organization and time management strategies.  It offers opportunities for individualized instruction and help with assignments.   Typically it replaces one of the following compulsory courses - French, Physical Education, Drama, Art, -- which will need to be replaced in a later grade.

2. A Learning Strategies course available across the Grades ---- this course shares all the same characteristics as # 1 above but it is offered within a larger classroom setting with a maximum of 10 students. 

3. Individualized, weekly Remedial Support in Grades 11 & 12 ---- we offer weekly, 1 hr. Remediation during a student's "spare".  Although this support requires a year long commitment, it is not for credit.  Typically instructional goals include study skills, organization and time management strategies as well as strengthening of reading and writing skills directly linked to course work. 

4. Receive support only on an Ad. Hoc. basis, (as need arises) while continuing to receive accommodations recommended by the Psycho-Educational Assessment.  With this approach the onus is on the student (Self-Advocate) to request support; nevertheless, the teachers are informed of the student's accommodation requirements at the outset of the year.

Ongoing review of each student's progress and appropriateness of his/her placement and supports is carried out throughout the year.

As Advocates, we understand the need for our students to become progressively more independent as learners.  Therefore, two very important long-term goals of the Special Education and Remediation Programs are: to help foster in our students a better understanding of their own learning profile and complementary to that, to help them develop strong self-advocacy skills.

The Guidance Department plays an integral part in our long range planning, helping to prepare each of our students for entry into various institutes of higher learning.