ptach2017

VISTA 2F0al1l6

an educational
publication brought
to you by ptach

ing new oppor tunities for children since &EMAPCOHWIEEVREMMEENNTT

40celebrating BOOSTING THE CHALLENGED
years CHILD’S SELF ESTEEM

open 1976 + Sensory WORKING+ A BALANCING ACT :
Integration
& Learning WWCIHHTHIOLtLhDEe

+ developing
AfFinities

new! Drama class and
talent fair at ptach

Vista | Fall 2016

A BALANCING ACT : welcoming

WORKING WITH
the WHOLE CHILD
A Message from the Educational Director
Our students present a wide variety complex neurodevelopmental profile. 123
p@ePotpalcehof strengths and interests. WhileThus, focusing on reading alone may
they may struggle to progress in have limited results. 1 Joining us as the newest member of the Chaim Berlin
academic areas, we must continue Elementary faculty is Mr. Shaya Hecht LCSW. Mr. Hecht will
to focus on building their strengths In previous newsletters we reported
and developing their interests. Our on our wonderful knitting and guitar be assuming the position of the program’s dedicated counselor
PTACH programs have the necessary programs, which are excellent
resources to help students overcome examples of the many superb facets and will play a large role in the development of students’ social
their weaknesses, such as specialized of our model. When it comes to
reading and writing programs, math academic, social, and emotional and emotional well being. Mr. Hecht has a Bachelor’s degree in
programs, speech and language development, we must be balanced
development, etc. However, as you in our approach. For over 35 years we Psychology from Touro College and a Master’s degree in Social
will read in many of the articles have shown that if we consistently
in this edition of our newsletter, imbue students with the belief that Work from LIU. He worked at Interborough Developmental and
we also invest our resources, both they are capable and talented human
instructional and financial, in finding beings, life after school can be both Consultation Center, as well as at Yeshiva of Central Queens.
ways for our students to shine. promising and productive.
He currently provides counseling for children, adolescents,
It may be tempting to adhere to a I would like to once again invite our
philosophy of “work on the reading readers to visit one of our many and adults in a private-practice setting in Cedarhurst. We look
and math and all will be fine.” This programs to see first-hand what
approach is occasionally voiced by PTACH is really about. Professionals forward to drawing on Mr. Hecht’s expertise and knowledge in
parents who want to know why we with years of practice behind them
don’t do “even more” math or writing. (who thought they knew what developing our students both socially and emotionally.
The problem with this somewhat PTACH was about) and actually
short-sighted attitude is that, more is visit, are always impressed and 2 We are pleased to introduce Rabbi Yaakov Yosef Yurman
often less. If the “more” becomes too enlightened. Come see the warmth, who will be joining the staff at Chaim Berlin High School as
much it wears students down, making encouragement, and positive vibes
this approach counter to the latest that permeates our classrooms. Pay the new 12th-grade Rebbe and as the Mashgiach Ruchani.
research on learning. Parents often us a visit to see for yourself who we
find a certain comfort level in saying are and what we aim to do. Rabbi Yurman has many years of experience in the field of
my child is “only Dyslexic.” However,
the researched-based reality is YOURS TRULY, Special Education and was a Rebbe/Principal at the Academy
that Dyslexia is only one piece of a DR. JUDAH WELLER. ED.D.
in Brooklyn for many years. With his dynamic personality and

a unique talent for reaching each student Rabbi Yurman will

be an integral addition to our staff, and we are very excited to

have him on board.

3 Beginning in the fall, Mrs. Naomi Dreifus will be the new
English/Language Arts teacher at our Yeshiva University High

School for Girls program. After graduating with a Master’s

degree in special education from Queens College, Mrs. Dreifus

worked as an English teacher in the Public School system for

several years and most recently as a special education teacher

at Yeshiva Education for Special Students in Queens. We

welcome Mrs. Dreifus to PTACH and anticipate a bright future

for her and her students.

come visit a program and make an informed decision! Contamcet!

Bais Yaakov D’Rav Meir Yeshiva University [email protected] in appreciation Mrs. Sharon Glowgower has been an esteemed
High School for Boys (718) 854.8600 #102 member of the faculty at Yeshiva University High
85 Parkville Avenue PTACH.org PTACH would like to wish bracha and hatzlacha to School for Girls for 25 years. We have all benefitted
Brooklyn, NY 11230 2540 Amsterdam Avenue two venerated members of the staff who retired from her innovative teaching style, which has
New York, NY 10033 after the 2015-2016 school year, Dr. Noah Malowitsky made her one of the most popular teachers at the
Mrs. Miriam Serkez, M.A. Rabbi Baruch Feder M.S. and Mrs. Sharon Glowgower. school. Until this day, students from her early years
Dr. Malowitsky has been the School Psychologist of teaching keep in touch with her, which is a true
Yeshivas Rabbi Chaim Berlin Yeshiva University at CBE for over 20 years. His positive attitude, testament to the indelible impact she has left on
High School for Girls abundance of energy and deep wisdom has helped her students. Sharon will be greatly missed by her
Elementary School countless students over the years. He will be greatly students and colleagues alike.
1310 Avenue I 86-86 Palo Alto Street missed. We wish Dr. Malowitsky much success in his
Holliswood, NY 11423 further endeavors.
High School Mrs. Jacqueline
1593 Coney Island Avenue Welkowitz M.S.
Brooklyn, NY 11230

2 Rabbi Reuven Kamin, M.A. PTACH.org (718)854.8600 3

Vista | fall 2016

developing AfFinities
theater beaters At
“The goal of the students could choose an affinity
program utilizes the beginning of the 2016 spring (an area of interest) and present it to
a skills workshop semester, the PTACH Program at their teachers and peers. Students
for students to Yeshiva University High school for chose to present on a wide range of
Girls instituted a theater program led topics including juggling, keyboard,
improve their by Ms. Leah Gottfried. Ms. Gottfried playing guitar, biking, baking,
self-confidence, has a BA in film studies from Yeshiva photography, first aid, and many
University’s Stern College for Women other diverse topics.
convey their and has experience conducting acting
creativity, and workshops in the New York tristate Encouraging children to develop their
improve their area and Los Angeles. affinities allows them to reinforce
their natural strengths and can help
expressive The goal of the program is not their growth in many areas. For
language performance based; rather, it utilizes example, a child with an affinity
a skills workshop for students to for cars will have more interest in
skills.” improve their self-confidence, researching and reading material
convey their creativity, and improve on the subject, which isutilizedasa
4 PTACH.org their expressive language skills. Ms. strategy todevelopreadingskills andexpertise
Gottfried uses improvisation and inthat area.
scene study to accomplish these
Each student created a poster
goals. Students who rarely board consisting of a description
feel comfortable expressing and pictures of their affinity. They
their opinion, or are too shy to then went on to explain, describe
speak publicly, can benefit by and, in some cases, demonstrate
participating in an improvised their chosen affinity while the rest
scene or using a new voice of the students watched on. “It was
during roleplay. amazing to see how each student was
an expert in their own area and held
Involvement in a theater program the attention of the entire group,”
has helped our students expand says Rabbi Kamin, the program
their thinking and improve their coordinator.
communication skills. Rachel, a
theater student, commented that After each presentation, the students
she finds the acting exercises to be held a question and answer session
creative and relaxing. Tovah says that in which they responded to the
it is a way for her to express herself audience’s questions. Being able
and have fun. According to Sara, to answer their peers’ questions
acting opened up her true self. gave each student a sense of
self-confidence and ownership.
Together with PTACH’s speech and Dr. Weller, educational director at
language component, the combined PTACH says, “When a student works
purpose of the drama program is within their affinity, an area of high
to foster better self-expression, ‘satisfaction,’ attention and focus are
collaboration, and communication. naturally developed.”
If nothing else, as Tovah says, theater
class is just plain old fun! Overall, it was a positive experience
for all involved. “I loved seeing how
afFInities fair each affinity reflected the student’s
personality,” says Mrs. Rabinowitz, a
The PTACH program at Chaim Berlin teacher/specialist at PTACH. The fair
Elementary School recently hosted gave students a chance to shine and
its inaugural Affinities Fair. This was share another side of themselves.
a schoolwide project through which

(718)854.8600 5

Vista | fall 2016

1 benefit
2 34 breakfast
2016
In support of the dozens of children Rabbi Yehosua Kalish, Rav of the Bais
” from the Five Towns and Far Rockaway Medrash of Harborview, delivered Divrei
Bracha and spoke about the important
area who benefit from the various role PTACH plays in the world of Jewish
education, and the countless lives the
PTACH programs, David and Jane PTACH programs have changed over
its 40-year history. The community
Seideman and Steven and Elisheva was privileged to hear from special
guest speaker, Dr. David Pelcovitz,
Schlam hosted a breakfast reception world-renowned psychologist and
professor at Yeshiva University’s Azrieli
in Lawrence, NY, this past February. Graduate School of Education and
Administration, delivered an informative
The event was very well attended by workshop on the topic of “Combating
‘Affluenza’- Raising Responsible and
people from all over the area. Moral Children.”

5 Pictured: 1. David and Jane Seideman receiving a certificate Dr. Pelcovitz cited studies that showed how
6 of recognition. Pictured with Councilman Bruce Blakeman and children affected with affluenza (a term
Chris McGrath | 2. David Seideman, host, addressing the crowd that combines affluence and influenza,
3. Rabbi Yehosua Kalish, Rav of the Bais Medrash of Harborview, and refers to the unhealthy psychological
delivering Divrei Bracha | 4. Dr. David Pelcovitz, delivering an and social effects of affluence) are three
informative workshop | 5. The event was very well attended times more likely to submit to alcoholism,
by people from all over the area. depression, and other major issues. He said
that the core ingredients are a sense of
entitlement and a lack of gratitude for any
of the good in these children’s lives. When
children are taught to value the basics
that have true meaning, such as religion,
family, and friends, they can then begin
to appreciate the good and go on to lead
happy, successful, and meaningful lives.
Dr. Pelcovitz also emphasized the invaluable
role PTACH plays in helping Jewish children
with learning differences have a bright
future and lead productive lives.

PTACH is greatly appreciative to the
Seidemans for graciously opening their
home for this event and for all those who
attended, showing support for PTACH.

PTACH.org (718)854.8600 7

Vista | fall 2016

5 days before graduation, I received an By Sharon Tepfer, M.S. OTR
email asking for several of my students’
pictures. MTA was putting together a slide Sensory
presentation showing students when they Integration
entered the school and how they appear & Learning
now. The email stated a deadline for
submission of the pictures, but a later phone
conversation included the caveat, “We will
wait up until the last minute to make sure we
receive pictures of P’TACH students.”

What a great feeling! P’TACH students

would be included in the presentation,

just as our students are involved in all high

school activities, including regular classes,

extracurricular activities, and the daily

reflections occurrences that are dealt with, as we work hand-in-hand I was introduced to the PTACH program three bodies: taste, smell, sight, hearing and touch.
Rabbi Boruch Feder, years ago when I was invited to give a series of However, just as important to our development
Coordinator PTACH/YUHSB to help our students gain the most they can from their teacher trainings. I was immediately greeted is the sense of movement, also known as the
by the joy and laughter of the children in the vestibular sense. This is central in maintaining
high school experience. hallway, along with the warmth and caring muscle tone, coordinating the two sides of the
that emanated from the PTACH staff. body, and holding the head up against gravity.
When appropriate, our students attend MTA classes. It coordinates the movements of one’s eyes,
All students go to physical education class and may The eagerness and enthusiasm of the dedicated head and body. This sense makes it possible for
additionally be placed in a Shiur, a science class, or teachers brought about the implementation of a student to look up at the whiteboard and back
another suitable class. Teachers and P’TACH support staff therapeutic exercise programs in the classrooms. down at the paper without losing the place. If
are in regular contact with each other due to the unique Our collaborative efforts continued this year as messages from this system are confused in the
relationship P’TACH has with MTA. I became more actively involved in setting up an brain, children might appear excessively clumsy
occupational therapy program, which afforded me or aggressive because they’re not aware of how
P’TACH students are often members of the sports the pleasure of working individually with many of much force they’re applying. This sense plays a
teams, many times acting as captains of the teams. Boys the students and their parents. significant role in our awareness of the world and
participate in the debate team and the Model UN; they our ability to understand and learn.
join students from other schools to hone their skills and The specialized reading and writing curriculum
travel to Washington to advocate for their fellow Jews offered in PTACH does not happen in a vacuum. The interplay among the various senses is
in need. They participate in school trips along with their All PTACH professionals understand the complex, and its precise functioning is necessary
friends from MTA. From the Freshman hike and barbeque, multi-sensory nature of building these critical for a person to interpret a situation accurately
to the Sophomore and Junior overnight trips, until the skills. Attention (the orchestra leader for all and to respond appropriately. This organization
Senior three-day year-end trip, our students and Rebbeim learning) and sensory skills must be integrated into of the senses is termed “sensory integration.” For
are fully integrated with the general high school program. core instruction in order for students to become most children, sensory integration develops in
On the schoolwide Shabbos in the Catskills, the P’TACH successful readers. the course of ordinary childhood activities. Motor
staff offers programing input and feedback during and planning - having an idea, planning an action,
after the retreat, and they are involved like the other MTA Ask parents of children with learning or attention and executing the action - are natural outcomes
Rebbeim. Boys can room with MTA students or P’TACH deficits if their children experience problems with of the process. But for some children, sensory
students, whichever they would like. During the Chanuka sensory processing, and many of them will answer integration is disordered, much like a rush-hour
Chagiga, Rabbi Blackstein, a P’TACH Rebbe, became the with a resounding “yes.” While all children can be traffic jam, and a number of problems in learning,
center of attention, as he demonstrated how to break a particular about expressing their likes or dislikes, development, or behavior may become evident.
brick with his karate chop. children with sensory integration dysfunction
can be so severely affected by their sensory It is important to recognize and understand how
Our students are fortunate to gain from the collaborative preferences that it inhibits their daily functioning. each child perceives and is affected by different
efforts between P’TACH and MTA. As report cards were experiences. Children who are overly sensitive to
being prepared, another email arrived. It was Dr. Taylor The information we receive about the world comes touch, movement, sights, or sounds may exhibit
from MTA making sure that the P’TACH report cards were to us through our senses. We are all familiar with
ready, so they can be distributed as a merged effort. senses that take in information from outside our
Rabbi. Kahn, the new Head of School, sent a letter asking
me if he should hold off a little to help facilitate some of
the P’TACH students’ needs.

Integration is the key. It ensures that our students feel that (718)854.8600 9
they are part of the school. It is perhaps our biggest and
most crucial goal. It makes all the difference.
8

Vista | fall 2016

(Sensory Integration & Learning, The list of programs that we have "How Does Your
Continued from page 9) implemented in PTACH includes: Engine Run?"
provides a way for teachers
behaviors such as irritability Therapeutic Listening and therapists to help
or withdrawal when touched, & Integrated Listening their students learn how
avoidance of certain textures of Systems ( ILS) is an evidence- to monitor the signals that
clothes or foods, distractibility, based auditory intervention indicate an internal level
or a fearful reaction to ordinary intended to support individuals of readiness to work, play,
movement activities. Similarly, who experience challenges listen, and attend.
some children may react with sensory processing,
negatively to loud noises, or listening, attention, and Bal-A-Vis-X:
may have trouble tuning out communication. Rhythmic Balance/
background noises in order to Auditory/Vison
attend to specific sounds. In Astronaut training: exercises for brain
contrast to the overly sensitive A sound activated and brain-body
child, an under-responsive child vestibular visual integration.
may seek out intense sensory protocol designed to
experiences such as crashing enhance the dynamic Brain Gym:
into objects. These children may interplay of moving, Movement –
be oblivious to pain or to body looking and listening. based system to
position. Some children fluctuate enhance personal
between over- and under-respon- Brain Dance based development and
siveness. Similarly, some children upon the 8 movement diverse fields of
may be constantly on the move patterns of early learning.
or may be slow to activate and human development
fatigue easily. which wire the central
nervous system.
Continuously receiving jumbled
messages can be frustrating Our job when faced with these types of students is to Puzzle Rhythmic Movement
for a child, whose behavior can Art: Training and ReFLex
become even more unpredictable teach them new coping strategies that work NOW. We Integration: recognizing
when asked to transition from cannot ask the child to wait while we build skills and increase therapy system when reflexes are retained
one activity to another. When self-esteem. Being proactive, and intervening before the to help children and the implications and
a child’s nervous system is child reacts with frustration or withdrawal can result in behaviors which may result
working poorly, being asked to quicker improvement. Sensory strategies and therapeutic develop their and a variety of different
pay attention to something new interventions are not usually skills that the child automatically perceptual, movements and techniques
could be just too much. Children acquires; they must be individually selected. we can use to work with
experiencing some of the learning and children with these issues.
problems mentioned above may The goal of therapy is to teach the child how oculomotor
know that some tasks are more
difficult for them than for other to physically complete the activity, learn the beneficial skills.
children, but they may not know organizing effects provided by the activity, and acquire the
why. They may withdraw or push skill to use the activity for self-regulation. Treatment consists INPP Developmental S'cool Moves
people away because they feel of carefully designed, multisensory activities that challenge Movement Program involves for Learning &
threatened. Some children soon one or more sensory systems simultaneously. The goal is to
figure out ways to avoid those help build neural pathways that lead to appropriate response carrying out a series of Focus Moves:
that are hard or embarrassing to information that comes into a child’s brain through the developmental movements Developmentally appropriate
tasks, and they may appear to senses. Each time you practice something you strengthen activities that integrate
be troublesome or stubborn. the neural connections so that it eventually becomes each day. both hemispheres of the
Parents, teachers, therapists and automatic. brain, improve vision, and
professionals often struggle to Core Concepts in Action: Emphasis is strengthen core postural
make sense of these behaviors; PTACH.org placed on activating core musculature muscles – all essential for
however, this is the only way the to achieve deeper respiration and to learning with ease.
child can express stress, cope increase core strength and endurance.
with problems, and handle a
host of other emotions. These ”
children see no other solution.
These programs have already shown measurable improvement with our
10 students. My goal is to continue to share the excitement and joy that comes

with helping students actualize and maximize their full potential.

(718)854.8600 11

Parents for Torah for All Children
1689 East 5th Street
Brooklyn, NY 11230

YOUR Dear Dr. Weller, Mrs. Serkez & the Does your
entire PTACH staff in Rachel’s life, place of
SoUf PPPTAOCRHT employment
As I write this to you, my eyes well up in tears and my offer a
has resulted heart beams with joy and gratitude. The report card
below belongs to your student Rachel M., but it also mgaitfchtinsg
“ssinutcoocucrnteilesessss” belongs to you.
for our students. program?
As parents, it is our nachas to derive, but
These students thought for you it is your nachas to own. This incredible girl has Your generosity
they could never make it. made amazing strides because she felt your genuine is greatly appreciated.
belief in her, your dedication, and your supportive
But with PTACH’s small guidance. She would not be where she is today without Help a child today! Simply
class sizes, specialized you and the PTACH program. obtain a form from your
company’s matching gift
teaching techniques From the staff in Rachel’s new high school we continue
and expert staff found to receive glowing reports about her academic coordinator and send it to
achievement, and her exceptional character, maturity, PTACH
that they really can and intuitive sensitivity. Rachel is a product of your
be successful and work, your love, and your constant message to her that 1689 East 5th Street
anyone can overcome and triumph. Brooklyn NY 11230
empowered learners.
There are not enough words to adequately express our
Here is one such story. gratitude for all you have done for Rachel and for us.
Read and enjoy the nachas. Please keep this report card as a reminder of all that
you make possible every single day.

With our deepest appreciation and thanks,
Rachel’s proud parents