The Learning Center serves students who require more support than can be provided through general classroom instruction alone but who do not require the full-time specialized classroom setting offered through the Nativ program. The goal is to help students develop independence, self-advocacy skills, and the academic strategies necessary to thrive within the general education environment.

Through a collaborative support model, Learning Center teachers partner with classroom teachers to help students access grade-level curriculum while building the skills necessary for academic success. Support may include consultation, accommodations, executive functioning strategies, organizational support, and small-group instruction designed to address specific areas of need.

Students receiving Learning Center services may have learning differences, attention or executive functioning challenges, or academic concerns that have emerged through the school's Multi Tiered System  of Support which includes the Response to Intervention ( MTSS/RtI) process. The level and type of support provided is individualized and based on each student's unique learning profile.

Scheck Hillel provides English-language support for students whose primary language is not English. Through the ESOL program, students receive additional instruction to strengthen vocabulary, oral language, reading comprehension, written expression, and the academic language needed to participate successfully in classroom learning. Support is provided by an ESOL trained teacher and is designed to help students build confidence and independence as they develop English proficiency across subject areas.

Nativ, the Hebrew word for "path," is Scheck Hillel Community School's specialized educational program for students in Grades 2-5 with learning differences who benefit from a smaller, more individualized learning environment.

Nativ provides students with access to the same rich academic, Judaic, and community experiences that define a Scheck Hillel education while delivering instruction through a highly structured, supportive approach. Small class sizes, explicit instruction, and individualized support allow students to develop the foundational skills, confidence, and strategies necessary for long-term success.

The curriculum is aligned with Scheck Hillel's Lower School program and includes Reading, Language Arts, Mathematics, Science, Social Studies, Hebrew, and Judaic Studies. Instruction is delivered through evidence-based, multisensory methodologies designed to strengthen literacy, executive functioning, organization, and independent learning skills.

In addition to academic growth, Nativ emphasizes self-advocacy, confidence-building, social-emotional development, and executive functioning skills. Students are provided with opportunities to participate in grade-level experiences, including specials, recess, school-wide activities, and, when appropriate, mainstream academic opportunities.

The goal of Nativ is to help students become increasingly independent learners while developing the skills necessary to successfully access grade-level curriculum. As students grow, opportunities for increased mainstream participation are individualized and based on each student's academic progress, executive functioning skills, social-emotional readiness, and overall success within the program.

Admission to Nativ is determined through a comprehensive review process that includes a recent psychoeducational evaluation, school records, classroom performance, and recommendations from the Student Services team.

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At Scheck Hillel Community School, we are committed to identifying and addressing learning needs early so that every student has the opportunity to succeed. Our MTSS/RtI framework is a proactive, data-driven approach that allows us to monitor student progress, identify areas of concern, and provide timely support when needed.

RTI is not a program; it is a process. Through regular screening, classroom performance data, teacher observations, and ongoing progress monitoring, we identify students who may benefit from additional support and provide interventions tailored to their individual needs.

Our goal is to provide the right support at the right time while helping students build the skills, confidence, and independence necessary for long-term success.

RTI is organized into a three-tiered system of support:

All students receive high-quality, evidence-based instruction in the general education classroom. Universal screening and classroom assessments help teachers monitor student progress and identify areas where additional support may be needed.

Students who demonstrate significant academic needs may receive Tier 3 intervention, which provides intensive, evidence-based instruction in a small-group or individual setting outside of the classroom. Intervention is provided for a temporary period, typically 6–8 weeks, because the purpose is to help students strengthen specific skills—not to remove them from the classroom long-term. During this time, students receive focused instruction and have the opportunity to demonstrate growth, allowing the team to determine the level of support that will best meet students’ needs moving forward. 

The goal of Tier 3 is to identify whether the student can close skill gaps with short-term intensive intervention that is maintained over time or whether additional instructional support or educational services may be needed to ensure the student’s long-term success.

At Scheck Hillel, we recognize that no single program meets the needs of every student. Through our MTSS process, we take the time to understand each child's unique strengths, challenges, and response to instruction so we can provide the level of support that best meets their individual needs. Our goal is to ensure that every student has access to the learning environment where they can grow, succeed, and reach their fullest potential.