Kohelet Prize Presentation

1. Kohelet Prize Presentation By: Cathy Snyder, OROT Teacher/Politz Hebrew Academy Gail Twersky, OROT Teacher/Politz Hebrew Academy Susie Wohlgelernter, OROT Teacher/Politz Hebrew Academy

2. About OROT • OROT was founded in 1999 and we are celebrating our 18th year! • We support diverse learners in many of the Jewish day schools in the Philadelphia area • Host schools include: Politz Hebrew Academy, Torah Academy, Perelman Jewish Day School (Stern and Forman branches), Robert M. Saligman Middle School at Jack M. Barrack Hebrew Academy • Curricula offerings: • Language Arts • Listening Skills • Writing Skills • Math Skills • Judaic Studies • Social Skills • Organizational skills • Beverly Bernstein has been the educational director of OROT since its inception in 1999. Under her leadership the program has grown from two students in one day school to over forty-five students in five day schools throughout Philadelphia and its environs. Mrs. Bernstein has been in the field of special education for over forty years as a classroom teacher and supervisor. She is currently the educational director of OROT.

3. OROT’s Philosophy OROT believes in educating the “whole” child and our programs reflects this philosophy. We believe that thoughtful inclusion, social skills lessons, and behavior modifications help these children with ASD learn how to be productive members of society. We have seen much success with this philosophy as our children internalize these skills which help them to grow and mature.

4. Why we are applying OROT implements programs for diverse learners in many of the Philadelphia area Jewish day schools. One of the programs is for high functioning ASD students. Research indicates that the best learning environment for most ASD students is a combination of mainstream and small group learning. This type of environment is a costly endeavor because special education personnel follow the students into the mainstream class to make onsite accommodations and modifications.

5. About the program The program for ASD students started last year and continues with minor changes this year. In this particular learning environment the students receive customized academic programs, participate in “thoughtful inclusion” (inclusion for success) have customized behavior plans and receive daily social skills lessons which are reinforced throughout the day.

6. Thoughtful inclusion Thoughtful inclusion

7. Tefilah

8. Chumash The Chumash lesson story line is presented by the mainstream teacher and skills are taught by the OROT teacher who also relates the content to the students’ lives.

9. Judaic studies In small groups the students: • hone their reading skillsbased on a multi-modality program. • learn about the Parasha of the week in an interactive manner. • learn about Jewish months, holidays, laws and customs. • learn general knowledge of Jewish culture.

10. Language Arts • Our LA curriculum features individualized reading programs for our students. • We begin with a firm foundation in phonemic awareness built on a multi-modality approach. • We continue with a structured/explicit phonics program to strengthen decoding skills. • Finally, we focus on a comprehension program starting with a concrete understanding of the reading selection and building up to inferential understanding which is so crucial for higher order thinking skills.

11. Writing Skills • The program consists of a functional handwriting program for both manuscript and cursive. • Teachers collaborate with the students’ occupational therapists to strengthen and improve fine motor skills. • Students use graphic organizers to develop and sequence ideas. • Students learn grammar through writing. • Students learn how to edit their work. • Technology is used for those who need speech to text accommodations. • Keyboarding is an accommodation utilized by those who need it.

12. Math • The math curriculum parallels the mainstream curriculum. • More manipulatives, different strategies and year long repetition of concepts taught is implemented. • Higher order thinking skills develop as a natural progression of the facts taught.

13. Listening Skills • The program promotes auditory memory skills. • Strategies for following directions are taught and reinforced. • Strategies are shared with mainstream teachers for reinforcement in that environment.

14. Social Skills • A daily social skills lesson is given which the teachers reinforce through out the day. • The lessons are based on curricula from Michelle Garcia Winner or based on teacher observation of which skills would benefit the students as they navigate their school day. • Social skills topics and vocabulary are sent home weekly so parents can use these strategies and tools at home.

15. Cross curricula emphasis Wherever possible OROT teachers integrate skills from other disciplines into their lessons. Multi-modality strategies are taught through project based learning across curricula lines. Cross curricula activities expand the children's awareness of how integrated their lives should become. • When learning about Noah and the Ark the OROT Jewish Studies teacher brought in a science experiment on water displacement and used bible terminology. • When learning about the human body the OROT General Studies teacher brought in Jewish prayer thanking God for our wondrous bodily functions. • Expressive language strategies utilize Jewish studies and general studies content. • Creating an eco-column incorporated lessons from language arts, science, math, art, and social skills to create an aquarium/terrarium where the students learned how these two ecosystems survive one dependent on the other.

16. Psychologist on staff • Additionally, OROT has a psychologist on staff who comes in twice a week to teach mindfulness and breathing to the students to help them with anger/stress management. • The psychologist provides therapy on a one to one basis. • The psychologist helps during recess to reinforce positive peer interaction.

17. Behavior charts • Each child has his/her own behavior chart targeting specific behaviors. • This chart goes home daily so parents can see how their child spent the day and serves as communication between home and school. • This year we have introduced a “self reflection” area where parents are encouraged to talk to their children about the school day. • We pride ourselves on making strong connections with parents and therapists in order to help the child in all aspects of his/her life.

18. Testimonials • “I like OROT because it is quieter than my other class and I can raise my hand and ask questions without being scared that other children will make fun of me.” – OROT student • “OROT has given life to our son for the second time.  To see him grow and develop in the environment OROT is providing is giving us hope that we once thought was lost.” – Current OROT parent • “The more we spread the word about OROT, the more children who are in need will be served.” – Current OROT parent • “I like OROT because I get one on one attention. All my classes in OROT are fun. “ - OROT student • OROT has completely customized our child’s education in a way that is allowing him to excel in school, academically and socially. It allows him to move forward in the areas that are challenging. It is truly an amazing program – Current OROT parent • “As a parent of children in Politz Hebrew Academy when I think of OROT, my first thought is of smiling faces. The children in the OROT program look happy and content. I am happy my children have the opportunity to interact with and learn firsthand from them. OROT finds innovative, fun and inspiring ways for all children to learn from each other. Another wonderful aspect of OROT is the work they put into coordinating schedules and use of resources. All children in Politz can benefit from the use of the sensory room, but it is OROT’s Educational Director that takes on the immense task of pulling it together. ” – OROT supporter

19. Thank you for your consideration