ISS Support For Families
Learning Support
In keeping with the mission, vision and values of the school, ISS aims to help each student reach his or her potential by maintaining an inclusive, nurturing, enriching and empowering learning culture.
A student will receive Learning Support, once it has been determined appropriate, and be assigned a case manager. The case manager will familiarise themselves with the student's learning profile, contact the parents, introduce themselves to the student and inform staff that the student is on their caseload by sharing pertinent information. Thereafter, service minutes are determined and followed. Following a month or two of Learning Support service, a Student Plan is created or reviewed in collaboration with the teachers, parents, integrators, administrators, outside providers, and if applicable and age appropriate, the student. Student Plans provide an in-depth review of the Student Learning Profile, including strengths, challenges, accommodations, effective strategies, goals, current teacher feedback and level of adjustment. At the ES level, Student Plans are reviewed twice per year. At the MS and HS level, Student Plans are reviewed once per year.
Determination of Learning Support
If a student has a current pyscho-educational report, the student will be assigned a case manager. If the student has not been formally assessed, the Learning Support Team will follow the Student Support Referral Process which includes notification, data collection, programme planning, programme coordination and review. This process is included in the Student Support Handbook, which can be found in the drop down menu above.
Levels of Adjustment (1-4)
The Level of Adjustment will determine the amount of intervention a student will receive.
Level 1
General Description: Students who require in-class differentiated support in a specific area, over and above that which is provided to all students, to overcome an obstacle to their learning in order for them to achieve to their fullest potential. Students in this level may, but are unlikely to, have a diagnosed learning need.
Criteria:
*Since the individual needs of a student may be unique, all Levels must be viewed as a best fit. It is not necessary for a student to have met all of the criteria for a level to be assigned to that level.
Examples of Direct Service: Support provided via in class differentiation from the teachers, informed by expert advice from the Case Manager. Case Manager to monitor student progress in conference with the students
Level 2
General Description: Students who require accommodations across one or more areas of learning to ensure that they are able to achieve to their potential. Students in this level may have a diagnosed learning need or be in the process of investigating the need for a diagnosis with outside experts.
Criteria:
*Since the individual needs of a student may be unique all Levels must be viewed as a best fit. It is not necessary for a student to have met all of the criteria for a level to be assigned to that level.
Level 3
General Description: Students who require significant accommodations or modifications across more than one area of learning to ensure that they are able to achieve to their potential. Students in this level are likely to have a diagnosed learning need.
Criteria:
*Since the individual needs of a student may be unique all Levels must be viewed as a best fit. It is not necessary for a student to have met all of the criteria for a level to be assigned to that level.
Level 4
General Description: Students who have a diagnosed learning need that requires one to one support in order for the student to achieve their potential. Students in this level will have a diagnosed learning need.
Criteria:
*Since the individual needs of a student may be unique all Levels must be viewed as a best fit. It is not necessary for a student to have met all of the criteria for a level to be assigned to that level.
Shadow Teachers
The Student Support Team has oversight of this learning assistant to ensure the delivery of the student’s individualised programme. The parent will incur the cost of the shadow teacher. A shadow teacher is considered to be full time with reductions to be considered after the Student Plan review. There should be no more than one student requiring a shadow teacher per class.
In keeping with the mission, vision and values of the school, ISS aims to help each student reach his or her potential by maintaining an inclusive, nurturing, enriching and empowering learning culture.
A student will receive Learning Support, once it has been determined appropriate, and be assigned a case manager. The case manager will familiarise themselves with the student's learning profile, contact the parents, introduce themselves to the student and inform staff that the student is on their caseload by sharing pertinent information. Thereafter, service minutes are determined and followed. Following a month or two of Learning Support service, a Student Plan is created or reviewed in collaboration with the teachers, parents, integrators, administrators, outside providers, and if applicable and age appropriate, the student. Student Plans provide an in-depth review of the Student Learning Profile, including strengths, challenges, accommodations, effective strategies, goals, current teacher feedback and level of adjustment. At the ES level, Student Plans are reviewed twice per year. At the MS and HS level, Student Plans are reviewed once per year.
Determination of Learning Support
If a student has a current pyscho-educational report, the student will be assigned a case manager. If the student has not been formally assessed, the Learning Support Team will follow the Student Support Referral Process which includes notification, data collection, programme planning, programme coordination and review. This process is included in the Student Support Handbook, which can be found in the drop down menu above.
Levels of Adjustment (1-4)
The Level of Adjustment will determine the amount of intervention a student will receive.
Level 1
General Description: Students who require in-class differentiated support in a specific area, over and above that which is provided to all students, to overcome an obstacle to their learning in order for them to achieve to their fullest potential. Students in this level may, but are unlikely to, have a diagnosed learning need.
Criteria:
*Since the individual needs of a student may be unique, all Levels must be viewed as a best fit. It is not necessary for a student to have met all of the criteria for a level to be assigned to that level.
- Can access mainstream curriculum expectations with in-class differentiation in a specific area
- May be graded as approaching expectations for self-management, social/emotional and executive functioning.
- Have a diagnosed learning need which is currently being successfully accommodated but requires monitoring
- Strategies and techniques are required to be provided to the teachers by the learning support staff
- Students are falling no more than two years below expected benchmarks in an identified area (Grades 3-12).
- Falling below expected benchmarks in a specific area, by one chronological year (Grade K1-2)
Examples of Direct Service: Support provided via in class differentiation from the teachers, informed by expert advice from the Case Manager. Case Manager to monitor student progress in conference with the students
Level 2
General Description: Students who require accommodations across one or more areas of learning to ensure that they are able to achieve to their potential. Students in this level may have a diagnosed learning need or be in the process of investigating the need for a diagnosis with outside experts.
Criteria:
*Since the individual needs of a student may be unique all Levels must be viewed as a best fit. It is not necessary for a student to have met all of the criteria for a level to be assigned to that level.
- Can access majority of the curriculum and/or behavioural expectations with accommodations in one or more areas
- Collaboration between teachers and learning support to ensure specific instruction
- May require additional time, practice or reteaching of concepts covered in class
- May require structured support within the class to reach behavioural expectations.
- May requires structured support within the class to reach academic expectations.
- Falling below expected benchmarks in one or more areas, by two grade levels or more (Grade 3-12)
- Falling below expected benchmarks in more than one area, by one chronological year (Grade K1-2)
- May be graded as approaching expectations with self-management, social/emotional and executive functioning.
- One on one support outside the classroom
- One on one support within the classroom
- Co-teaching within the classroom
- Small group pull out
- Small group in class support
- Modification of materials and activities during course of instruction.
- Behavioural support
- Peer mediation
- In School Counselling services
- Observations
Level 3
General Description: Students who require significant accommodations or modifications across more than one area of learning to ensure that they are able to achieve to their potential. Students in this level are likely to have a diagnosed learning need.
Criteria:
*Since the individual needs of a student may be unique all Levels must be viewed as a best fit. It is not necessary for a student to have met all of the criteria for a level to be assigned to that level.
- Unable to access the majority of the curriculum and/or behavioural expectations without consistent interventions
- Accommodations across areas is necessary
- Collaboration between teachers and learning support to ensure specific instruction
- Requires strategic instruction and/or intervention programs
- May require individualised intervention to reach behavioural expectations.
- May require individualised intervention to reach academic expectations.
- Falling below expected benchmarks in multiple areas, by more than two grade levels (Grade 3-12)
- Falling below expected benchmarks in multiple areas, by more than one chronological year (Grade K1-2)
- Strategies and techniques are provided to the general educators and the learning support staff by expert outside assessment of needs.
- May be graded as experiencing difficulty with self-management, social/emotional and executive functioning
- One on one support outside the classroom
- One on one support within the classroom
- Co-teaching within the classroom
- Small group pull out
- Small group in class support
- Modification of materials and activities during course of instruction.
- Behavioural support
- Peer mediation
- In School Counselling services
- Observations
Level 4
General Description: Students who have a diagnosed learning need that requires one to one support in order for the student to achieve their potential. Students in this level will have a diagnosed learning need.
Criteria:
*Since the individual needs of a student may be unique all Levels must be viewed as a best fit. It is not necessary for a student to have met all of the criteria for a level to be assigned to that level.
- Unable to access the curriculum and/or behavioural expectations without consistent interventions.
- Student is working on a modified programme in one or more areas
- Shadow teacher will implement the modified programme in conjunction with teachers
- Shadow teacher will support learning and/or social and behavioral needs
- Falling below expected benchmarks in the majority of areas, by more than two grade levels (Grade 3-12)
- Falling below expected benchmarks in in the majority of areas, by more than one chronological year (Grade K1-2)
- Strategies and techniques are provided to the general educators and the learning support staff by expert outside assessment of needs.
- One on one support outside the classroom
- One on one support within the classroom
- Co-teaching within the classroom
- Small group in class support
- Behavioural support
- Peer mediation
- Observations
Shadow Teachers
The Student Support Team has oversight of this learning assistant to ensure the delivery of the student’s individualised programme. The parent will incur the cost of the shadow teacher. A shadow teacher is considered to be full time with reductions to be considered after the Student Plan review. There should be no more than one student requiring a shadow teacher per class.