Tiegerman School
at Woodside
elementary (K-6)

Mrs. Nina DeVita

Principal

Mrs. Jennifer Cohen

Coordinator

Ms. Rebecca Baron

Coordinator

Classroom Ratios: Personalized Support for Every Learner
Grades: K-6

Tiegerman School at Woodside's

Classroom Ratio: 8:1:2

Tiegerman’s self-contained 8:1:2 classrooms provide a highly specialized and supportive environment for students with significant disabilities. The class is structured with a low student-to-teacher ratio to ensure that each student receives targeted instruction. The two additional support staff further assist with behavior management, social skills development, academic support, or other individualized needs as specified in each student’s Individualized Education Program (IEP). The teacher and support staff work together to deliver personalized and comprehensive education, focusing not just on academic skills, but also on social, emotional, and behavioral development. These classes benefit our students by providing highly individualized attention, more effective behavioral and emotional support, greater flexibility in instruction, enhanced social skills development, increased safety and supervision, stronger collaboration among staff, improved academic outcomes,  and tailored support for life skills

Program Highlights

Teaching the Extraordinary

The Art of Meaningful Socialization:

Building Social Success

Social skills are taught to students in Kindergarten through 6th grade, daily. The program is designed to be taught within a specified time and then reinforced throughout the day, week, month, and year. Breaking down the skills into small incremental steps will help our students learn social-pragmatic skills, understand and manage emotions, and organize skills necessary for success in a social world.

Supporting Social Skills

Behavior Specialists assess students with social skill deficits related to peer interaction issues and peer mediation. In addition, they collect data on students, work with the classroom staff and counseling staff to devise plans, strategies, and techniques to assist the student with social needs.

Encouraging Postitive Behavior

A School-Wide Behavior Plan is implemented to encourage students to exhibit on-task behaviors and appropriate social skills in the form of a token economy. The goals of the School-Wide Behavior Plan are to help enhance appropriate behaviors and necessary daily living skills, as well as the understanding and value of money.

A Day in the Life at Tiegerman School at Woodside!

Newsworthy Events!

Calling All Professionals! Join Us for Career Day on Friday, March 28th! 🌟

We are excited to host Career Day and are actively seeking guest speakers to inspire and guide our students. This is a fantastic opportunity to share your expertise and help prepare the next generation for the workforce. How You Can Participate:💼 Guest Speaker Sessions:Share insights about your career in 15-minute sessions as students rotate and

This Is Queensborough Magazine: January 2025 Edition

In the January Edition of This Is Queensborough Magazine, Irene Scalfani, Director of Development wrote this article about Tiegerman’s 40th Anniversary. This Is Queensborough Magazine is mailed to 2,500+ members of The Queens Chamber of Commerce. The glossy magazine is published by BQE Media. Read the digital PDF here.

An Independent Future for Tiegerman Kids

Tiegerman Schools has created a unique vocational training program that prepares students with developmental disabilities for the world of work. By partnering with PVH retail brands Calvin Klein and Tommy Hilfiger, the High School has developed two retail stores within the school so students are provided with the skill set to work in retail upon

PVH CQ

Thank you PVH for including Tiegerman’s School Update to your 2021 issue. This magazine is distributed to all PVH staff, vendors and partners. We are proud of partnership and the work our students contribute each and every day in our stores.

More to Explore at Tiegerman School at Woodside

PreSchool

3 and 4 Year Olds

High School

Grades 9-12