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The Mack Belson Early Academic Intervention Program
The Mack Belson Foundation believes in the academic success of children. We believe that every child should be allowed to reach their full potential. The Early Academic Intervention Program of the Bronfman Jewish Education Centre was developed to evaluate, identify, and support young children attending Jewish day schools. The program offers instructional strategies and guidance for the classroom teachers in planning, remediating, and supporting young learners early on in their school career. Research has consistently shown that early assessment and intervention is one of the most powerful antidotes for students who are ‘at risk’ for learning challenges.
Child development research has established that the rate of human learning and development is most rapid in the preschool years. Timing of intervention becomes particularly important when a child runs the risk of missing an opportunity to learn during a state of maximum readiness. If the most teachable moments or stages of greatest readiness are not taken advantage of, a child may have difficulty learning a particular skill at a later time. After nearly 50 years of research, there is evidence--both quantitative (data-based) and qualitative (reports of parents and teachers)--that early intervention increases the developmental and educational gains for a child, improves the functioning of the family, and reaps long-term benefits for society. Early intervention has been shown to result in the child: (a) needing fewer special education and other services later in life; (b) being retained in grade less often; and (c) in some cases showing no academic differences from their classmates years after intervention.
The Early Intervention program was formally introduced by BJEC in the Jewish elementary schools in 2002. Since its inception, it has reached thousands of students. It now has the opportunity to grow even further as a result of a partnership with The Mack Belson Foundation. The program has been renamed to honour the memory of Mackenzie Belson. The Mack Belson Early Academic Intervention Program has been officially launched and it is compromised of three phases. The first phase runs from September through January. For the 2009/2010 school year, approximately 500 kindergarten students attending Jewish elementary schools will be assessed using an academic assessment tool designed by BJEC. Areas of development include number concepts, speech development, social interaction, early reading skills, language and literacy, text comprehension and writing conventions. The primary goal of the assessment is to assure that all young children are developing their foundational academic skills and to determine which children are at risk. Meetings with the teachers and the administration to review overall class and individual profiles are scheduled.
Phase two runs from the end of January through mid-April. The Early Intervention consultants work with teachers and provide them with strategies to provide students identified as at risk with a solid foundation as they begin their formal learning journey. Finally, from mid-April through early June, these students are reassessed. By the end of the academic year, meetings are scheduled with teachers and administration to discuss their performance results. Meetings are also scheduled for the following September through October to discuss these students' performance results with their Grade 1 teacher. General strategies and specific tools are also provided to support student needs.
Child development research has established that the rate of human learning and development is most rapid in the preschool years. Timing of intervention becomes particularly important when a child runs the risk of missing an opportunity to learn during a state of maximum readiness. If the most teachable moments or stages of greatest readiness are not taken advantage of, a child may have difficulty learning a particular skill at a later time. After nearly 50 years of research, there is evidence--both quantitative (data-based) and qualitative (reports of parents and teachers)--that early intervention increases the developmental and educational gains for a child, improves the functioning of the family, and reaps long-term benefits for society. Early intervention has been shown to result in the child: (a) needing fewer special education and other services later in life; (b) being retained in grade less often; and (c) in some cases showing no academic differences from their classmates years after intervention.
The Early Intervention program was formally introduced by BJEC in the Jewish elementary schools in 2002. Since its inception, it has reached thousands of students. It now has the opportunity to grow even further as a result of a partnership with The Mack Belson Foundation. The program has been renamed to honour the memory of Mackenzie Belson. The Mack Belson Early Academic Intervention Program has been officially launched and it is compromised of three phases. The first phase runs from September through January. For the 2009/2010 school year, approximately 500 kindergarten students attending Jewish elementary schools will be assessed using an academic assessment tool designed by BJEC. Areas of development include number concepts, speech development, social interaction, early reading skills, language and literacy, text comprehension and writing conventions. The primary goal of the assessment is to assure that all young children are developing their foundational academic skills and to determine which children are at risk. Meetings with the teachers and the administration to review overall class and individual profiles are scheduled.
Phase two runs from the end of January through mid-April. The Early Intervention consultants work with teachers and provide them with strategies to provide students identified as at risk with a solid foundation as they begin their formal learning journey. Finally, from mid-April through early June, these students are reassessed. By the end of the academic year, meetings are scheduled with teachers and administration to discuss their performance results. Meetings are also scheduled for the following September through October to discuss these students' performance results with their Grade 1 teacher. General strategies and specific tools are also provided to support student needs.
Early intervention and prevention supports all students, especially those most 'at risk' as they embark on their path towards a successful academic experience. The members of The Mack Belson Early Academic Intervention Program look forward to the future as we plan new and exciting ways to ensure the academic success of all students. Our goal is to grow this program but we need your help. We will continue our fundraising efforts so we can expand the services offered and help as many children as possible.
For more information, please contact:
Aviva Segal
514-345-2645 Ext. 3217
aviva.segal@bjec.org
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