Intervention or accelerated support is provided by various staff including our learning and intervention specialists, resident teachers, and out of classroom staff including ENL teachers, Reading Recovery teachers and content coaches. Scholars may receive push-in or pull-out support depending on the level of need.
Scholar performance data is frequently analyzed to determine the need for academic intervention and/or enrichment. Scholars are grouped by demonstrated instructional needs in order to
remediate misconceptions and to target specific skills/reinforce concepts.
Inclusion is about:
Each individual possesses the potential for greatness, though that greatness may manifest itself through different forms, take different paths, or require different levels of support in order
to attain it. We must work to cultivate this greatness in every one of our scholars, even those (perhaps especially those), who do not believe in themselves, and who have no one else to
believe in them either. There is no way to push each scholar along a different path, with different levels of support, to reach a different goal, without differentiating and tailoring our
approach just a little bit, for each child.
It is not enough for our scholars to see their own uniqueness, potential and to work toward their own future. To truly be successful, they must also get along with and work effectively with others in their school, and in the broader society--others who may be very different from themselves or who may have very different needs. Among many important lessons that we teach our scholars, we should be sure to include these:
Scholars with disabilities who receive Integrated Co-Teaching (ICT) services are educated with age appropriate peers in the general education classroom. ICT provides scholars the opportunity to be educated alongside their non-disabled peers with the full-time support of a special education teacher throughout the day to assist in adapting and modifying instruction. Both the general education teacher and the special education teacher are responsible for the classroom instruction and administrative duties.
Speech and language therapy is a mandated service on an IEP. This service is provided by a certified Speech and Language Pathologist. Speech and language therapists (SLT) assess and treat speech, language and communication problems in people of all ages to help them better communicate. For the scholars at BCSC services are provided in a maximum group of three with 2-3 periods of 30 minutes each. Most scholars do not receive speech services for articulation; as vast majority do receive services for language processing difficulty.
Occupational therapy (OT) treatment focuses on helping people achieve independence in all areas of their lives. Occupational therapists can evaluate scholar's skills for playing, school performance, and daily activities and compare them with what is developmentally appropriate for that age group. OT assists scholars with various needs to improve their cognitive, physical, and motor skills (gross and fine) and enhance their self-esteem and sense of accomplishment. These services are usually provided individually up to twice per week for 30 minutes each session.
Physical therapy (PT) is often recommended for children who have been injured or have movement problems from an illness, disease, or disability. Physical therapists teach children exercises designed to help them regain strength and range of motion, and also show them how to prevent a recurring injury. Also, Physical therapy may be needed any time a child has difficulty moving in such a way that it limits daily activities. These services are usually provided individually up to twice per week for 30 minutes each session.
Children who are deaf or hard of hearing and meet the requirements receive special education and related services. In order for a deaf or hard of hearing child to qualify for services, the child's hearing loss must adversely affect his/her educational performance. This mandated service is usually given twice per week in a small group for 30 minutes. The hearing teacher assists with the use of hearing aids or other devices and teaches the scholar strategies to compensate for their hearing loss.
Some scholars are mandated by their IEP to receive counseling services, while others receive this support by parent/teacher request. Unresolved problems or disorders can impede a child's development or trigger emotional states that cause trauma for the child, the parents, and the family. The effects may be long lasting. Therapy can help children resolve current problems, as well as provide tools to cope with life challenges later on. Some signs that a child may be in need of therapy include but are not limited to:
ENL is a program mandated by New York State, which provides support services for children whom second language is English. All ENL instruction is in English. ENL is not considered a special education service, so therefore does not require the child to have an IEP. Based on NYS guidelines all parents must fill out an official home/language survey when their child first enters a NY public school. All scholars with an official home language other than English are tested by the ENL staff with the NYS LABR exam to determine their eligibility for ENL services. The LABR may be given once only. The LABR score also indicates the child's ENL level (beginner, intermediate or advanced). Each spring, all ENL scholars must take the ENL progress test (NYSESLAT) to determine their continuing eligibility and ENL level for the following year. Scholars must continue receiving ENL services until they score a "P" for proficient on the NYSESLAT exam.
This opportunity allows scholars to work in small, sometime cross-grade level groups on identified skills that will better allow them to access grade level content
This opportunity provides scholars with homework support and enrichment activities (i.e. karate, hip hop, chess, art, dance etc.) This program is free to all scholars who are accepted through the program's lottery randomization.
Saturday Academy is a program held that is offered to a select group of scholars in grades 3, 4, and 5 to help prepare them for the New York State Exams. We focus on skills and concepts that reinforce grade level academic standards.
The goal is to provide each child with quality-targeted instruction and support in a short time span, in order to reduce the amount of summer learning loss. Summer Academy occurs for three weeks in July and provides retained or possibly retained scholars with intense support in ELA and Math.
ENL is a program mandated by New York State, which provides support services for children whom second language is English. All ENL instruction is in English. ENL is not considered a special education service, so therefore does not require the child to have an IEP. Based on NYS guidelines all parents must fill out an official home/language survey when their child first enters a NY public school. All scholars with an official home language other than English are tested by the ENL staff with the NYS LABR exam to determine their eligibility for ENL services. The LABR may be given once only. The LABR score also indicates the child's ENL level (beginner, intermediate or advanced). Each spring, all ENL scholars must take the ENL progress test (NYSESLAT) to determine their continuing eligibility and ENL level for the following year. Scholars must continue receiving ENL services until they score a "P" for proficient on the NYSESLAT exam.
TBCSC is working harder than ever to ensure that our scholars receive intensive academic interventions and extended learning opportunities.
