Download - LST CDNIS Policy 2013

LST Policy - Revised March 2013 1

CDNIS Lower School

Student Support Policy and Procedures

Introduction All students should be given opportunities to develop to their full potential according to their unique set of strengths and needs. Students will reach their optimum potential when their social, emotional and academic needs are met through school, home and peer networks. In order to develop to their full potential, students need to be part of a positive learning environment in which varied learning styles and differences are valued and addressed. While it is recognized that all students have specific preferred learning styles, there is a portion of the population that also has specifically identified emotional, social, behavioral or academic challenges that may affect their self esteem, their acceptance by others, and their potential development. Rationale By providing students with the support they require at the earliest possible time, they have the greatest opportunity to develop “the knowledge, skills and confidence they need to succeed in a rapidly changing society.” Therefore, it is essential to look at the child as a whole, since academic success and social-emotional wellbeing are intricately linked. Early identification of children at risk is vital in order to avoid the onset of a negative self-concept and to reduce the need for ongoing support in higher grades. The appropriate support at the right time can allow students to develop a healthy self-esteem and give them the skills to transfer their learning to everyday life in order to become fully functioning and responsible members of society. Policy All students at CDNIS will be accepted, with their differences, and given the appropriate individual support required to develop, and maintain, a healthy sense of social and emotional wellbeing, and ultimately become independent learners able to confidently and competently access the classroom curriculum. Students needing support to successfully access the classroom curriculum will not be exempted from language classes, except in unique circumstances, and then only after a decision made by the Learning Services Team in collaboration with the Lower School Leadership Team.


Learner Profile Students, working with the Learning Services Team, will be supported to develop the attributes of the International Baccalaureate Learner Profile as they strive to be lifelong learners and responsible global citizens.

Students are: Learning Services encourages students to:

Inquirers Be curious by asking logical, thought-provoking questions and using a wide range of resources to discover the joy of learning.

Thinkers Think critically and creatively, using a variety of strategies to solve problems and make appropriate decisions.

Communicators Speak clearly, express ideas confidently and in different ways, and listen attentively to others.

Risk-takers Explore new experiences and challenges using new roles, ideas and strategies in order to develop confidence and independence of spirit while recognizing that mistakes are learning opportunities.

Knowledgeable Explore themes of global relevance and acquire the necessary information to develop understanding of concepts and facts across various subject disciplines and topics.

Principled Develop integrity and honesty, to have a sense of fairness and justice, to understand moral reasoning and to respect and follow CDNIS policies and procedures.

Caring Show sensitivity to the needs and feelings of others by respecting others’ space, property, ideas, and individuality as well as have a sense of personal commitment to action and service within and outside the CDNIS community.

Open-minded Listen to others people’s points of view and respect the values and traditions of different cultures.

Well-balanced Develop their own sense of well-being and positive self-esteem while recognizing the importance of balance between work and play and their own unique identity.

Reflective Evaluate daily experiences and set goals by analyzing personal strengths and weaknesses in a positive manner as they reflect upon their learning and progress


PROCEDURES Roles and Responsibilities The Lower School at CDNIS offers an inclusive education for all learners within the context of the International Baccalaureate Primary Years Programme. In order to support and directly serve the needs of students a Learning Services Team (LST) has been established, comprising Learning Support teachers and two guidance counselors. The Lower School Leadership Team oversees their role, and the provision of learning support across the Lower School. It is essential that in addition to the support offered by the members of the Learning Services Team, the ongoing support of students be viewed as a community responsibility with administrators, teachers, specialists, parents, and students working together in the best interest of each and every student. Initial learning support begins in classrooms through differentiated teaching, learning, and assessment. Additional learning support is available, for exceptional students, from members of the Learning Service Team.

Specific roles are as follows: Teachers 1. Look for positive attributes and strengths in all students and capitalize on them. Ensure

everyone values all students. 2. Consider the needs and learning preferences of each student 3. Develop current understanding of ‘exceptional’ learning needs 4. Differentiate lessons, instruction, learning tasks and assessment 5. Follow the Learning Services Referral procedures 6. Collaborate with the LST to develop, implement and review individual learning plans,

where appropriate 7. Communicate student progress to parents; acknowledge the parents’ right to advocate

for their child and respect their concerns/feelings 8. Refer to the Learning Services Team if an outside assessment is required 9. Communicate in confidence with outside professionals regarding students’ achievement

and needs 10. Inform administrators of any relevant issues concerning students Learning Services Teachers 1. Collaborate with homeroom teachers with regards to student assessment 2. Collect information from all related parties; make informed decisions with an open mind 3. Maintain an updated list of outside professionals and recommend referrals as appropriate 4. Provide suggestions of support strategies to parents and teachers 5. Guide teachers in accessing resources related to specific needs 6. Establish and monitor the implementation of student learning plans in collaboration with

teachers 7. Ensure updated learning plans are included in student reports and accompanied by the

appropriate cover letter 8. Attend parent-teacher conferences for targeted students 9. Ensure accurate records of learning plans, assessments, educational reports and

correspondences are organized in appropriate files 10. Liaise with classroom teachers regarding transitioning of targeted students to subsequent

grade levels

Guidance Counselor 1. Monitor student progress according to behaviour plans 2. Provide counseling to students and parents as required 3. Share and discuss referrals with learning services team


4. Maintain accurate and confidential records of behaviour plans, formal assessments, educational reports and correspondence

5. Recommend referrals to outside professionals when necessary 6. Maintain an updated list of outside professionals 7. Attend parent-teacher conferences for targeted students as deemed necessary by any

concerned party 8. Gather information from all interested parties and review with an open mind before

making decisions Students 1. Be proactive in accelerating personal learning or seeking advice and support 2. Reflect on personal learning styles, strengths and needs and independently seek support

if a need is identified 3. Participate actively in parent-teacher conferences when requested 4. Participate actively in specified programmes 5. Follow support plans and reflect on the level of support they provide 6. Value the differences in other students Parents 1. Acknowledge the specific learning styles, strengths and needs, of each child and actively

seek guidance and support 2. Become familiar with school expectations in regard to how learning is best supported 3. Participate in parent-teacher conferences with an open mind 4. Pursue outside assessments when recommended and provide copies of subsequent

assessment reports to CDNIS Learning Services Team as soon as they are available 5. Support each child at home, as advised by the school staff and outside professionals 6. Ensure regular attendance at school is maintained Administrators 1. Communicate expectations of the CDNIS Student Support Policy and Procedures to the

school community and monitor and evaluate its implementation 2. Ensure that staff assigned to provide learning support to students have the appropriate

qualifications 3. Ensure the Learning Services Team meets the needs of the school community 4. Ensure that appropriate assessments are requested and that, if necessary, consent is

obtained 5. Gather information from all interested parties and review with an open mind before

making decisions 6. Ensure parents pursue outside assessments when recommended and provide copies of

subsequent reports the LST as soon as they become available 7. Ensure regular review of the Student Support Policy and Procedures in order to reflect the

changing needs of the school community Outside Professionals 1. Administer appropriate assessments 2. Encourage parents to submit completed reports to the CDNIS Learning Services Team 3. Request relevant observations of learning needs from parents and teachers Referral Process It is expected that all teachers be alert to the need for possible specialist intervention. In the first instance a range of classroom strategies to address the problem must be adopted. If concern continues, refer to the Learning Services/Support Guide (Appendix 1) Assessment Standardized Tests and Screening Checklists Teachers may be asked to complete observation checklists to provide additional information when they refer students to the Learning Services Team. A member of the LST may also


Administer standardized tests to assess current knowledge and skills and identify specific concerns. Outside Assessments Once in-school testing results have been compiled and work samples, observation notes and feedback collected from teachers, parents may be asked to seek further assessment from an outside professional. It is expected that parents provide results to the school as soon as possible so as to put effective programming into place for their child. Programming, Implementation and Achievement All staff is responsible for providing accommodations to the regular Teaching and Learning Programme. For those students identified as not being able to successfully engage with the class or classroom curriculum once differentiation has been put in place, the Learning Services Team will collaborate with teachers to intervene or support their work with students. This may include, but is not confined to, student counseling and the development of individual learning, support or behaviour plans. The Learning Services Team seeks to intervene early if it is suspected a student may be experiencing difficulty. Team members also offer support for students in Prepatory-Grade 6 who may have mild learning needs or need enrichment to further complement and extend the classroom programme. With the best interests of the student in mind, and in the event that the School cannot adequately meet the needs of a student, the family may be asked to find an alternate school placement. Identification of Learning Needs It is the goal of CDNIS to identify students with learning needs as early as the second half of Prep and to put support in place through the provision of literacy programming, support and instruction by the Learning Services Team. Through early intervention it is expected that many students may quickly overcome initial difficulties.

Students may be identified as having a range of specific learning needs including: Mild Learning Needs Students with mild learning needs demonstrate academic performance below grade expectation on a consistent basis. Alternatively, they may demonstrate notable discrepancies in their abilities and achievement. Based on discussions and observations by classroom teachers and the LST, informal testing may be administered to identify specific learning needs. The LST and classroom teacher will work together to accommodate the students’ learning needs within the context of the regular Primary Years Programme. If the student continues to struggle with the programme, a recommendation for professional assessment and/or counseling may be recommended. Enrichment If students test two grade levels above their current grade, or achieve at the 98th percentile, they shall be considered an “accelerated learner”. This could be in one curriculum area only, or in many. In collaboration with classroom teachers the LST strives to meet the needs of these learners through ongoing integrated support in the regular classroom. It is not the practice at CDNIS to move students ahead a grade or to organize instruction on a withdrawal basis. Support Plans Students identified as ‘at-risk’, or diagnosed with specific needs, may be given a support plan. Behaviour Plans


Plans are written to target specific behaviours. Classroom teachers may work in conjunction with the Lower School Counselor to determine an appropriate plan and time frame for review. Adapted Programmes Accommodations are made so students can receive instruction or produce work in a way that supports their strengths and diminish areas of weakness. Accommodation checklists are reviewed in conjunction with regular reporting periods. Accommodation Checklists, with an accompanying letter of explanation, are included with report cards (see Appendix 2). In addition, students who have a checklist will have a tick in either the Language and Learning Support (LLS) box or the Specific Learning Needs (SLN) box on the report, and the curricular areas that are adapted will be listed. Individual Support Plans (ISP) ISPs are for students without a formal diagnosis, but with clear gaps or difficulties in their understanding or learning. ISPs have learning outcomes substantially different from the prescribed curriculum, and specifically selected to meet student’s particular needs. The Learning Services Team and teachers work collaboratively to develop the ISP, which is reviewed each reporting period. ISPs, with an accompanying letter of explanation, are included with report cards. In addition, a tick is to be placed in the Specific Learning Needs box on the report, and the curricular areas that are modified will be listed.

Individual Education Plans (IEP) ISPs are identical to ISPs except they are used for students with a formal diagnosis of specific learning needs. Confidentiality Discussion concerning sensitive student issues should only be held in private spaces and only shared with those teachers, parents or outside professionals who are directly involved. Under no circumstances is a staff member to discuss a student to parents other than the student’s own. Student referral forms are only for use by teachers and are never to be shown to parents or outside professionals. Student records are considered to be private and shared only with personnel directly involved with that student’s case. Separate files for learning support and for guidance are kept in a secure manner, accessible only to those directly responsible. Grievances If parents have concerns about the support a child is receiving they should contact the particular teacher, in the first instance. If the problem is not solved satisfactorily then an appointment should be made to discuss it with the Lower School Vice Principal. If a teacher has concerns about the process put in place to ensure a student’s academic, social or emotional well being, they should contact the Learning Services Team in the first instance, and if the problem is not solved seek advice from the Lower School Vice Principal. Further Information Further information can be obtained in the Learning Services/Support Guide (Appendix 1) or by speaking to a member from the Learning Services Team Policy Review The Learning Services Team in consultation with the Lower School Leadership Team will review this policy annually.


Learning Services/Support Guide (Appendix 1)

What is Learning Services? The Learning Services Team (LST) is a multi-disciplinary team of educators responsible for the support of children who require intervention for specific needs. The team is comprised of academic support staff and emotional support staff who work collectively to address learning and emotional needs of students. Through a process of collaboration, coordination, programme development and implementation, monitoring and evaluation of educational outcomes, the Learning Services Team ensures that the optimal support environment is available to all students when needed. Using the best of international practice, a three-tiered model of support is used to address universal, targeted and intensive supports for students and teachers. The model is referred to as a graduated response to intervention. Tier 3 - 5% of student population - Intensive ‘individual’ support Tier 2 - 15% of student population - Targeted ‘group’ support Tier 1 - 80% of student population - Universal accommodations The school is resourced to support children with mild learning needs who can access the curriculum of the school. The school is not resourced to support children with moderate to severe learning difficulties or emotional problems that require prolonged or permanent changes to curriculum entitlement. Most students have their needs met through universal accommodations in the classroom and/or at the grade level. For some students, their needs require additional support services that cluster children of similar need for short, intensive intervention (referred to as booster groups). For a few students, their needs require a temporary change of curriculum entitlement and the design of an individual support plan (ISP) to aid their access to the school’s curriculum. Sometimes, this provision also requires the deployment of privately funded ‘shadow’ staff. The type and level of intervention that a student receives is determined through case management. What is Case Management? Case management is a process used by the school to:

• Identify and prioritize student need • Allocate learning services according to need


Case management ensures that decision-making is based upon data (assessment) and the level of programme available is the most suitable to ensure optimal student progress. Case management uses collaboration and consultation with key stake holders to offer:

• Equitable support services based upon need • Collegial support to school personnel and the wider community • A range of services to meet the needs of learners • Support services and programmes based on current research and best practice

How Does Learning Service Support the Classroom Teacher? The class teacher receives support through direct and indirect services such as:

• Identification of student need • Collaborative agreement about support outcomes • Cooperative planning for the most effective strategies in his/her classroom • Support in parent meeting consultations and through-out the referral process to

access other tiers of support • Short term intervention programmes • Long term intervention programmes

What does Learning Services Do? In addition to direct support of students, staff and parents, the Learning Services:

• Supports school ‘identification’ procedures so that students receive ‘ early intervention’ whenever possible

• Maintains referral systems for classroom teachers to access support services • Maintains mechanisms to coordinate support • Coordinates referrals to ‘external’ specialist personnel

o Educational Psychologists o Occupational Therapists o Speech therapists etc

• Maintains progressive monitoring and record keeping • Provides forums for professional learning dialogues and PD programmes • Assists the school with the evaluation and placement of students for:

o Admissions o Retention o Acceleration etc.

Who are the members of Learning Services? In 2012-2013 the Learning Services Team (LST) are: Pre-Reception – Grade 2 Michele Moskowitz (Counsellor) Jacqueline Stewart Denise Cox (Team Leader)

Grade 3 – Grade 6 Lolita Schmalenberg (Counsellor) Anne Robbins Louise Archer

However, every teacher is also a member of the LST! When teachers are seeking higher tiers of support for a child that requires case management, the LST team expands to include:

• An administrator • Class teacher • Learning Services personnel from Pre-R to Grade 2 OR Grade 3-6 • Other personnel when necessary


o School Psychologist o Outside agencies o Parents and care givers etc

The extent of teacher participation varies according to the tiered level of need of a student in their class. What are the Roles for the LST members? The Guidance Counsellors work with emotional needs. They proactively support early intervention through their delivery of guidance programmes in class and their support of the Units of Inquiry (UOI). In addition, they offer group and individual withdrawal options. They work with students across all 3 tiers of intervention. Three academic, support staff are deployed to work at Tier 1 and Tier 2. They liaise with class teachers and grade leaders to identify and cluster students of similar learning need and offer group intervention. The programme of intervention is short-term. A group support plan (GSP) is used to define the range of intervention. The LST Leader works at Tier 1 and Tier 3 across the elementary school to support early intervention as well as support children with atypical or complex needs that cannot be accommodated through short-term intervention programmes. Students at Tier 3 intervention require individual support plans (ISP). Due to complex cognitive, behavioral and/or emotional needs of students at Tier 3, their provision requires a temporary change to curriculum entitlement. In 2012-2013, the LST leader also ‘fronts’ the provision for gifted and talented education (GATE) across the Lower School. How Does the Response to Intervention (RTI) Work? The three levels of graduated intervention range from the least intrusive (Tier 1) to the most intrusive level (Tier 3) of support. Early intervention is a priority and much of this occurs in class and at the grade level when teachers use formative and summative assessment to provide differentiated learning. In addition to class assessment practices, school wide data is also collected from standardized and baseline assessments at the grade level to inform the allocation of Learning Support Services for early intervention. What Happens at each level of Intervention? Tier 1 (Consultation with LST – Class Differentiation and Accommodation) Universal or minor modifications to learning strategies, resources, pace of learning or structure of learning environment etc. are required to enable the student/s to access the regular class curriculum. Class teacher and Learning Services Team collaborate to discuss support strategies for the student /s. Class teacher implements strategies in the class programme and monitors student progress. Learning Services Team provides ongoing consultation, class observations and visitations and programme guidance as required.


At this level, class teachers may make recommendations for general health, vision, hearing checkups to ensure that there are no physical / sensory impairments that may be impacting upon the child’s ability to learn. A referral form and referral process exists when a teacher wants to initiate a higher level of support for a student. A teacher initiates this referral when, despite classroom adaption and modification to the learning programme, a child continues to display learning difficulties or problematic behaviours. Teachers must inform parents about their concerns for their child prior to making the referral and attending the case management meeting. A referral is not needed when Learning Services has already identified the student through early assessment and baseline data. The teacher will already be informed of the degree of a child’s difficulty and will have been involved in the decision about the type and level of support available from Learning Services. Tier 2 (Short term intervention – Group Support and Group Support Plans) Secondary or significant modification to class learning strategies, resources, pace of learning or structure of learning environment etc. are required to enable the student/s to access the grade level curriculum. Learning Services Team collaborate with staff to cluster children with similar needs and produce a group support plan for ‘pull-out’ or ‘push in’ provision. Class teacher/s implement the usual class programme and accommodate ‘push-in and pull-out’ support options. The type and length of the support programme is based upon student data and is offered at the beginning of each term. Class Teacher and Learning Services Team both monitor student/s progress. Some children will attend the programme for a term and ‘graduate’ but others may stay for repeat or successive periods of intervention. This latter group will often have special consideration for examinations that includes extra time, scribe, reader etc. In consultation with Learning Services Team, recommendations for specialist referrals (Speech Therapy, Occupational Therapy, Educational Psychologist etc.) may occur at this level. Tier 3 (Long term Intervention and Individual Support Plans) Tertiary or extensive modifications to learning strategies, resources, pace of learning or structure of learning environment etc. are required to enable the student to access a meaningful curriculum commensurate with their ability. At level 3 provision, most students will have a diagnosis that supports adjustments to their curriculum entitlement or their rate of progress. Discussions re acceleration, curriculum compaction, curriculum reduction or retention occur at this level. The children at the highest level of intervention have a curriculum reduction as well as the employment of auxiliary, privately funded staffing to effect a recovery. Class teacher and Learning Services Team collaborate to produce a plan for individual need and monitor student progress from both a mainstream curriculum and the goals / targets of Individual Support Plan (ISP). This group will have special consideration for examinations that includes extra time, scribe, reader etc. How and When Do Teachers Make a Referral? When students have needs beyond classroom accommodations (Tier 1) they are referred to a case management meeting.


Case management meetings determine the level of learning and support a child needs to be successful. Meetings include the class teacher, an Administrator and the relevant LST team. Meetings are usually chaired by the LST Leader. Case management meetings are held each week and referrals from Pre-R – Grade 2 and students from Grade 3-6 are alternated every week. Staff wishing to make a referral will be required to follow the referral process (see LST referral flowchart below). Staff can nominate an individual student or a group of students they believe would benefit from targeted intervention. After discussion with their grade team to determine if there are similar needs across the grade, the teacher attends the case management meeting to advocate and present the relevant Assessment information for their students. The teacher is involved in collaborative decision-making process and helps to formulate an intervention plan.

Learning Services - Referral Flowchart

1. Before making a student referral

2. When completing the LST referral:

3. Student will be discussed at the next Case Management meeting:

• Discuss your concern with previous teacher (if possible)

• Identify and implement any teaching or learning accommodations / adjustments needed for the student to access the curriculum

• Consider a range of universal accommodations and strategies at the class and grade

level (use the Referral Accommodation Checklist Sheet to assist)

• Check student yellow files to ascertain if previous support has been provided e.g. booster groups

• Assess the student and discuss findings with your Grade Team for possible ‘clustering’ of students with similar needs

• Speak to the parents about your concerns and indicate your intent to submit a referral to

LST

• Inform parents of your concerns

• Check with parents if there has been any previous concerns or any family history with learning difficulties, atypical behaviours etc.

• Ask parents if f any recent vision / hearing / health assessments have been undertaken

• Complete LST referral form and submit to the Guidance Counsellor

• Bring all relevant documentation i.e. completed assessments, any additional reports /

information provided by the parent • Contribute to the development of an LST action plan for the student


4. After the Case Management meeting:

• Referring teacher to implement class plan with support from LST • LST to implement Tier 2 or Tier 3 plans • Other staff notified • Parent notified of referral outcome by class teacher / LST

LST Policy - 13 Revised March 2013

Appendix 2 - Referral Form and Checklist

LST Policy - 14 Revised March 2013

Download - LST CDNIS Policy 2013

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