Ivy Hill Preparatory Charter School remains steadfast in our commitment to guaranteeing our students a rigorous, structured, and joyful education that will serve as a foundation towards achieving opportunity and success throughout their lives. Our philosophy is to teach the whole child to raise productive members of society. IHP is committed to meeting the learning needs of all of our students in the least restrictive environment and to the best of our means, in accordance with the Disabilities Education Act (IDEA). Ivy Hill has adopted Multi-Tiered Systems of Support (MTSS) to meet the needs of all Ivy Hill Prep scholars and promote their social-emotional learning and development. Most importantly though, Ivy Hill believes in Ujima, the collective responsibility of all stakeholders to contribute and collaborate for the success of each child.
PROGRAMS & SERVICES
Students at Ivy Hill are entitled to receive Special Education services and 504 Accommodations depending on their eligibility determined during the relevant meeting. Both a 504-Plan and IEP are legal documents that provide support to students and grant them access to educational material throughout the school day. Services offered at Ivy Hill Prep are:
Integrated Co-Teaching (ICT)
Hearing Education Services
MULTI-TIERED SYSTEMS OF SUPPORT (MTSS)
Multi-Tiered Systems of Support (MTSS) is a comprehensive multi-tiered system that works to remove academic, behavioral, and social-emotional barriers so that students are successful within a school. MTSS comprises intervention strategies based on the student's specific needs, as well as universal screeners for early detection of at-risk students and a continuous cycle of progress monitoring, analysis, and implementation of strategies. MTSS benefits all students, not just those who qualify for special education, as it is instruction catered to all students’ unique needs to promote growth and achievement.
SOCIAL EMOTIONAL LEARNING (SEL)
Ivy Hill is committed to providing social and emotional support for students and staff through a multi-faceted approach that incorporates trauma-responsive practices, social emotional learning, and restorative practices. The Social-Emotional Learning (SEL) Curriculum addresses the five-core social emotional competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The activities align with the goals and objectives outlined by NYS and are divided between the three trimesters of the school year.