yeshivat or chaim

ulpanat orot
student support program

Successful
the kind of
bnei
akivaintelligence
schoolsisleadership
intelligence used to achieve important goals.
-Robert Sternberg

At Bnei Akiva Schools we strive to teach students to be successfully intelligent - that is, we teach students to both
capitalize on their strengths and to compensate for their weaknesses. Our approach encourages the development of
analytical, creative, and practical approaches to learning, with the goal of enhancing students opportunities for success
at school and in life.

STUDENT ACCOMMODATIONS COMMITTEE

Our Student Accommodations Committee consists of administrative staff, the Director of

Student Support, the Director of Guidance and a student support teacher. The Committee
meets on an ongoing basis to review and discuss any issues that relate to student support
services at the Bnei Akiva schools.

Services of the Student Support Program

1. To teach learning strategies to students and help them
apply those strategies

4. To recommend learning strategies for students which

may help in their efforts to achieve their academic goals

2. To create an Individual Education Plan (IEP) for

students, in consultation with students and parents. The
IEP will reflect information gleaned from the psychoeducational assessment submitted to the school and
previous school records

5. To work one on one with students on an individual,

ad hoc basis to discuss their learning difficulties and/or
social/emotional concerns

3. To provide teachers with information regarding

students profiles (strengths and needs), and recommend
accommodations and any other helpful suggestions
which might facilitate teaching/learning

6. To communicate regularly with teachers and parents

for the benefit of the student
7. To provide individual and/or small group tutoring in
specific academic subjects by a student support teacher

bnei akiva schools faculty

yeshivat or chaim / ulpanat orot student support program

accommodations
Accommodations may be granted to students based on recommendations in the psychoeducational assessment, taking into account the structures within our school and practices
that we believe to be within the best interests of our students. There are no guaranteed
accommodations; each student is reviewed individually, based on the information provided.
possible accommodations include:
A Learning Strategies course as a substitute for the
required French credit. In this course, students are
taught strategies applicable to school, work and life.
Extra time for exams (an additional 50% of the
allotted exam time)
Extra time for tests (test items are removed and
those removed represent a variety of difficulty levels,
determined by the teacher)
Computer use in the classroom and/or for tests and
exams
Calculator for math
Note-taking buddies (All students are required
to take any notes e.g. words/phrases, in class that
are meaningful to them; extra notes may be a
supplement, not a replacement for their own notes)

Preferential classroom seating

Oral instructions to supplement written instructions
or vice versa for assignments
Highlighting of key words/phrases on exams (grades
9 & 10)
Fact Sheet (teacher developed) for major tests/
exams that does not compromise test/exam items
In rare cases, and with special arrangements by the
subject teacher, oral extension of written tests. That
is, the student will write class tests; however, if time,
and both student and teacher scheduling permit, the
student may be allowed to extend written responses
orally with the teacher.
Additional accommodations may be discussed on an
individual basis.

eligibility for accommodations

All students are eligible to receive student support services; however, in order for a student to have
an IEP and receive accommodations, the student must have a psycho-educational assessment which
identifies learning issues that might interfere with academic success. A student who does not have
a psycho-educational assessment but is being treated by a specialist for a physical or psychological
ailment, and requires access to the extra-time accommodation must submit a signed letter from the
specialist (on the professionals official letterhead) stating this requirement and the reason for this
requirement. All determinations will be made on a case by case basis.

yeshivat or chaim / ulpanat orot student support program

3
5

At Bnei Akiva Schools, we promote an ACTIVE approach to learning. Students are

encouraged to participate actively in the learning process and to apply strategies to help
themselves. An active approach to learning means that students should strive to:

AC
TI
VE

ttend all classes

ome prepared for all classes, i.e. text, binder, writing utensils
ake notes in all classes
ncrease efficiency through organization
ocalize i.e. participate in class discussion
yes and ears are focused on the lesson

our ultimate goals for all bnei akiva students are:

to gain the skill and self-confidence to advocate for themselves, and
to become independent lifelong learners

mrs. temima cohen

director of guidance tcohen@bneiakivaschools.org
Mrs. Temima Cohen has worked as a teacher and a cognitive support worker in Tiferes Bais
Yaakov for the last four years. She has also been a Social Work consultant in The Cheder Chabad
and has practiced private Social Work within the Toronto community. Mrs. Cohen received an
honours Bachelors of Social Work from Ryerson University and a Masters of Social Work from The
University of Toronto with a focus on child and family. She is a registered Social Worker with the
Ontario College of Social Workers and a member of the Ontario Association of Social Workers.
Mrs. Cohen is very excited to fill a newly created position in The Bnei Akiva Schools, Director
of Guidance. She is looking forward to being able to provide educational, emotional, and social
guidance and support to both the Ulpana and Yeshivat Or Chaim students.

dr. marilyn izatt

director of student services

mizatt@bneiakivaschools.org

Dr. Marilyn Izatt has been working with students, parents, and staff at Bnei Akiva Schools
for the past five years as Special Education Coordinator. Nine years earlier, she developed
TanenbaumCHATs Remediation program to serve students with learning weaknesses who may not
qualify for a more intense Special Education Program. Dr. Izatt received both her undergraduate
and graduate degrees from the University of Toronto. She believes that not only do students need
to develop to their full potential, but equally important goals are to gain the skill and confidence to
advocate for themselves and to become independent lifelong learners.