With the implementation of the Common Core Standards underway in many New York City yeshiva high schools, students struggling with learning differences will be facing even greater challenges.  The Regents Exams in English and Mathematics have been redesigned to reflect the Common Core’s increased emphasis on text complexity, academic vocabulary, argument writing and critical thinking.  Put simply, these new tests are much harder than the old ones.  All students must score a 65 in order to pass these exams and those who do not pass will not receive a Regents Diploma  Our special ed high school students need extra support in order to meet these new graduation requirements.

Teach NYS, with support from the Sephardic Community Federation, is championing the cause of this underserved population of struggling learners.  Through the establishment of a High School Academic Resource Center, we wish to assist parents in accessing services for their underperforming children.  We aim to provide information to concerned parents who will likely be both relieved and empowered to learn about the unique array of services that are available to the yeshiva high school student with an IEP (Individualized Education Plan).  The NYC Department of Education addresses the developmental and academic needs of high school aged special education students by providing enhanced academic support services – explicit instruction in the fundamental executive functioning skills that are critical for a high school student.

Academic support services:  Based on the recommendations in the IEP, your child can be offered help so that they can improve in one or more of the following skill sets: organization, time management, note taking, study skills, test taking strategies, social skills and self-advocacy. All of these support services are embedded in the ongoing instruction offered by a P3 provider.

Transition planning services: guidance that is tailored both to the affinities and individual needs of the special education student can be provided to plan effectively for the passage from high school to the immediate chapter beyond.  When properly stipulated in an IEP, transitional planning counseling can encompass a broad range of services that are designed to set a soon to be graduate up for success in college and/or in the workplace.   Our IEP students are entitled to receive assistance in learning how to navigate the college admissions process and how to advocate for themselves with regard to accommodations and modifications once they have been accepted into a post-secondary school program.  Transition Services can also provide support and instruction in a host of other life readiness skills such as resume writing, interviewing and financial literacy training.

We would like to remind parents of struggling students that it is not too late to enlist support in addressing the needs of your high school aged children.  There are students who begin the process of evaluation in ninth or tenth grade and access the services for the remainder of their time in high school.  It is even easier to reengage in the DOE system if a child had an IEP in elementary or middle school.  An annual review conducted at the start of eighth grade would likely render the student eligible for continued services as they enter high school.  We recognize that advocating for a struggling student (and living with a teenager) is challenging for many parents and we invite anyone who needs help to reach out to our Project Coordinator, Meryl Silver who is ready to offer her ear and her guidance in navigating your child through the next phase of his academic career.  Please call at (212) 566-5400 X 13 or email at [email protected].

(YWN –  Meryl Silver, MS)