Students who present challenging behaviors can struggle when they have little structure. Often, these moments occur during transitions from one place or activity to another, such as entering from recess, shifting from tefillah to reading, or leaving the classroom for a special activity.
For many students, reading is distinctly not pleasurable. Indeed, it can be almost intolerably painful because they suffer some form of language-based learning disability (LBLD).
MaDYK, a universal screening assessment of Hebrew reading skills, enables educators to effectively, efficiently and easily monitor a child’s Hebrew reading progress from Kindergarten through the end of Grade 3.
By Lenore Layman, Director of Educational Support Services at Charles E. Smith Jewish Day School Can students with dyslexia and other language-based learning disabilities flourish in a rigorous Jewish day school setting? How can students whoRead More
As educators, we don’t need to see the national statistics on student mental health to grasp the scope of the epidemic.
Within any school setting, there are inevitably students who need a helping hand. But sometimes it is not easy for teachers to recognize when a student needs additional support.
By H. Glen Rosenkrantz At Striar Hebrew Academy of Sharon (SHAS), the head of school is starting these early days of the new term as he always does, standing out front and greeting students as they arriveRead More
As a freshman at University of Massachusetts, Amherst, Sue Schweber and a few other students convinced the university to give credits for Jewish history classes. But that was just a beginning. Sue later worked withRead More
