ICT classrooms include students with and without disabilities and have two teachers, a general education teacher and a special education teacher. The teachers work together throughout the day to adapt and modify instruction for your child and make sure the entire class has access to the general education curriculum.
Students may be in an ICT classroom all day or for a portion of the day.
The number of students with disabilities in an ICT class does not exceed 40% of the total class register or a maximum of 12.
Our ESL program is a combination push-in and pull-out, depending on the needs of the students.English language learners may leave their regular classroom for a short period each day or week to receive direct ESL teaching or tutoring. Sometimes, they are pulled out individually and sometimes in small groups.
Our ESL teacher also pushes in to support the classroom's teacher instruction and help the student in learning the content of instruction.
English as a
Second Language (ESL)
SETSS is specially designed and/or supplemental instruction provided by a special education teacher that can help your child stay in the general education classroom. SETSS may be provided for as few as three hours per week and as much as 50% of each school day.
Special Education Teacher Support Services (SETSS)
PS 145 Dual Language Programs are designed for both English language learners and native English speakers. Our goal is to educate students in either of these groups towards language proficiency in addition to a greater appreciation of both their own culture and that of the newly introduced language. The dual language curriculum, like the rest of our school, is multimedia-themed and project-based. Our SDLP runs from K-5 and our RDLP, now in its second year, runs from pre-k through 1st grade and will continue to expand. The dual language programs use the Alternate Day Model with classes taught with full immersion in English alternating with Russian or Spanish depending upon the program.
These classes may have a maximum of 12 students with one special education teacher and up to four paraprofessionals. In a Special Class setting, students must be grouped by similarity of educational needs. The group can contain students with the same disability or with different disabilities as long as they have similar levels of academic achievement and common learning characteristics, management needs, levels of social development and physical development.