BIS Learning Support Handbook

March 2012

Table of Contents I. MISSION, PURPOSE AND AIMS ........................................................... 3 II. LEARNING SUPPORT ............................................................................. 5 The responsibility of teachers ............................................................................................. 5 The Role of Learning Support Staff .................................................................................... 5 Responsibilities ................................................................................................................... 6 Learning Support in the Primary School ............................................................................. 6 Learning Support in the Secondary School ......................................................................... 7

III. PROCESSES AND PROCEDURES ......................................................... 9 Admissions Policy............................................................................................................... 9 Referral Process .................................................................................................................. 9 Tests administered in formal assessment ............................................................................ 9 Data Protection, Transition and Sharing ........................................................................... 10 Transition .......................................................................................................................... 10 Evaluation of programme .................................................................................................. 11 Monitoring of Learning Support Procedures .................................................................... 11

IV. APPENDICES ..........................................................................................12 Whole School Support Services Referral Process ............................................................ 12 Board Policy on Learning Support Students ..................................................................... 12 Form 1 Student Support Services Referral .................................................................. 12 Form 2 Case History .................................................................................................... 12 Form 3a In Class Support Form Lower School ............................................................. 12 Form 3b In Class Support Form Secondary School ...................................................... 12 Form 4 Whole School Individual Education Plan (IEP).............................................. 12

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I.

MISSION, PURPOSE AND AIMS

A. MISSION Inspiring and challenging young minds as a caring and committed international community to achieve excellence, assume responsibility and pursue life-long learning. The BIS mission statement is the foundation for our learning support handbook. With the increase of inclusive practices and a growing awareness of the rights of students and parents, perceptions of learning support are changing in the wider community and in education in particular. In line with current practice learning support most often occurs in an inclusive manner. The learning support handbook aspires to fulfill each aspect of the mission statement as follows:

Inspiring and challenging young minds The learning support handbook ensures that our learning community is inspiring and challenging young minds through supporting each individual student to reach their full potential. As a caring and committed international community The learning support handbook validates the equal status of all learners and the context and cultures from which they have come. It endorses an awareness of the diversity of learning styles and educational needs of all our students within our international community. Our referral process ensures a collaborative approach where there is a sense of responsibility being shared by all who are part of a student’s education. At BIS the classroom/subject teachers are collaboratively supported by specialists and the support services team, to ensure that students receive what is required to be successful in their learning environment.

Achieve excellence The learning support handbook recognises the need for differentiated learning in order for students to reach their full potential. The handbook also ensures that students receive what is required to be successful in their learning environment.

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Assume responsibility The learning support handbook supports the shared responsibility of teachers, students and parents for all students’ learning.

And pursue life-long learning The learning support handbook is pivotal in ensuring the success of students with learning needs along their educational pathway. The transdiciplinary skills of thinking, communication, social, selfmanagement and research are essential to the growth of all children. The learning support handbook ensures the development and reinforcement of these skills to provide a solid foundation for learning.

B. PURPOSE OF THE LEARNING SUPPORT HANDBOOK This learning support handbook is a working document developed by staff and administration from each section of the school and each programme experienced at the school (IBPYP, IBMYP, IGCSE and IBDP). The handbook is consistent with the stipulated principles and practices of the IB. The purpose of this learning support handbook is to identify student’s learning style, scaffold their learning and differentiate the curriculum in order to highlight their true potential. The focus is on the differentiation of learning. The handbook is intended to provide an overview and guiding principles for learning at BIS that permeates the entire school curriculum through authentic contexts in a culturally rich and diverse environment. This handbook is a statement of agreement – one to which the staff and the BIS community are asked to commit to so that our school can achieve its mission.

C. BELIEFS AND AIMS We believe it is the responsibility of all those who interact with students to provide a supportive emotional, social and academic environment, focusing on the unique talents, abilities and needs of the whole child. All elements of the learning support handbook aim to increase independent access to the curriculum. We believe effective learning support utilises a collaborative approach, supporting students, teachers and parents in developing an environment that results in optimum learning. It is the responsibility of all teachers to ensure that support is relevant, contextual and consistent with the school curriculum, occurring inclusively wherever possible. In order to support learning for all students at BIS we have adopted the term ‘Learning Support’ to cater for the wide spectrum of need and support along a continuum, including the gifted and talented. BIS-learning support handbook-March 2012

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II.

LEARNING SUPPORT

Historically, learning support or special education was based on two assumptions: Not all curriculums are accessible to all students. A student who needs learning support should be withdrawn from certain classes to develop skills identified as lacking. The learning support teacher was separate from the class/subject teachers and was often consulted only after a difficulty or issue transpired into a problem. Changes have taken place over time that have altered the focus on the student from a deficit/medical model.

THE RESPONSIBILITY OF TEACHERS Teachers at BIS work in collaboration with Learning Support to differentiate the learning for students in their class, including those who may have learning support needs. In order to assist in appropriate differentiation strategies the teacher requires the knowledge and support of the Learning Support staff to develop an understanding of: The factors that affect student learning and how best to respond to them. How to differentiate and match teaching approaches to student needs. The use of technology to assist in alleviating and removing barriers to learning. The use of specific assessment in planning for students with learning needs.

THE ROLE OF LEARNING SUPPORT STAFF The Learning Support teacher is pivotal in ensuring the success of students with learning needs along their educational pathway. This role may change as a student progresses through the school and increases their independence in learning. However, communication to relevant class/subject teachers regarding a student’s needs and background is an essential component of the Learning Support Teacher’s role. Collaborative planning between the Learning Support teacher and the class/subject teachers is essential. This includes designing and differentiating units of work, coteaching, introducing specific learning skills and/or strategies, facilitating and organising cooperative group learning. Where necessary Learning Support Staff will pull out students individually or in small groups, to strengthen specific areas of weakness, ensuring acquisition of skills required to function at grade level. All elements of support aim to increase independent access to the curriculum. BIS-learning support handbook-March 2012

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The transdiciplinary skills of thinking, communication, social, self-management and research are essential to the growth of all children. Learning Support teachers assist with the development and reinforcement of these skills to provide a solid foundation for learning.

RESPONSIBILITIES Learning Support staff liaises closely with staff in each school section and are supervised by the sectional Principals. Learning Support teachers assume the ‘advocate’ role once a student has progressed through the Referral Process to the formal IEP stage. Learning Support teachers are responsible for assisting classroom/subject teachers to collaboratively develop an In Class Support Form for a student exhibiting learning difficulties. Learning Support teachers are responsible for the creation of student files and of managing and sensitively informing those working with a student of confidential student data such as: Case History forms; in class support forms; formal IEPs; formal external assessments etc. Learning Support teachers supported by the Principal must ensure that students (dependant on age), parents and teachers are involved in the development of support programmes. Learning Support teachers must meet regularly with Principals and Curriculum Coordinators to ensure information related to student numbers as well as teaching and learning environments is shared.

LEARNING SUPPORT IN THE PRIMARY SCHOOL Within the IB Primary Years Programme (IBPYP) the class/subject teacher is responsible for understanding the needs of each individual and catering to their learning styles within their class. The relationship between class/subject teachers and other support staff within the IBPYP is seen as being collaborative and cooperative where all are actively involved in the planning processes that support teaching and learning. Early intervention is a critical aspect in the development of effective learning for some students. Regular assessments of a student’s development, both formal and informal, covering the cognitive, physical and social domains are essential to planning effective intervention. Development during the early years is seen as a process influenced by a number of factors, collaborative support including class/subject teachers, parents and relevant professionals ensures that all relevant factors are taken into consideration. Interventions designed to decrease risk factors and strengthen resilience provide a firm basis for strong future development along the educational continuum. These mechanisms will be age-appropriate, reflect the growth, interests and talents of the student and will have a long-term impact on the final outcomes in the last years of a student’s education. BIS-learning support handbook-March 2012

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Students in the Lower School are supported as much as possible through an inclusive approach. Where it is deemed appropriate and necessary students may be pulled out 1:1 or in small groups to work on specific learning goals. The level of support is determined on a needs basis.

LEARNING SUPPORT IN THE SECONDARY SCHOOL Our Secondary School offers the IB Middle Years Programme (IB MYP), IGCSE, High School Diploma and IB Diploma Programme (IBDP). During these years it is the teaching and consolidation of good learning strategies that will enable all students to achieve successful outcomes. Through Grades 6 to 12, the focus on developing areas of integration across the curriculum helps class/subject teachers and students respond in a flexible way to facilitate learning. It is important that procedures and processes are put in place to support students as they pass through Grades 6 to 12. This may involve differentiating the curriculum, using particular teaching strategies such as scaffolding to enable students to access the content in various subject areas, as well as the use of assistive technology as per the IB accommodations. The Secondary School establishes a solid foundation in skill development and prepares the student for further learning. It focuses on the development of effective learning strategies to facilitate success in the IBDP or High School Diploma programme. The IBDP has well-established support mechanisms for students in need of learning support outlined in the publication Candidates with special assessment needs. The identification of any student with a learning issue must be completed prior to starting the programme. Various professional assessments of the student may have been carried out over a number of years but the most recent, not more than two years old, should be used as evidence on entering the programme to support an application for special arrangements. There are two procedures in place to cater for special requirements at any time via the Diploma year 1 and Diploma year 2 application process, which coordinators are made aware of in the Handbook of procedures for the Diploma Programme. “Special arrangements” that can be authorised by IB Cardiff once the correct procedure has been followed include: Modifications to exam papers - size of font, coloured paper, Extensions to deadlines, Assistance with practical work, Additional time, Rest periods, Information and communication technology, Amanuenses/scribe and transcription readers, Readers. BIS-learning support handbook-March 2012

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These arrangements may be used for both internal and external assessments although the formal request is only required for the external arrangements. The IBMYP and IBDP Coordinator has a particular role and responsibility towards students with learning support needs. It is important to bear in mind the following points when requesting special arrangements. Consultation must be done prior to a student beginning the programme. The history of the individual student’s case must be well established; careful subject selection is required for the student. Documentation must be complete and up to date according to the requirements described in the document Candidates with special assessment needs. The IBMYP or IBDP Coordinator is the signatory for all documentation, even if it is collated by others. It must not be assumed in advance that any particular application will be successful; each is decided on its own merits. All teachers should be fully informed about a student’s particular needs from the outset. If a teacher has concerns about a student’s ability to learn effectively in a particular class, it is essential the teacher discusses these concerns with others at a very early stage rather than wait until it is too late. Many students who have considerable ability are able to mask their particular needs until they are challenged by the demands of a course that stretches their intellectual ability, as well as their management and organisational skills.

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III.

PROCESSES AND PROCEDURES

ADMISSIONS POLICY BIS will consider if the programme can provide each student who applies, with the opportunity to succeed. Admission to, and continued placement within the school setting is based on this consideration. BIS requires all information related to a child’s learning through the admissions process including past report cards, samples of student work and any additional learning reports (external assessments, participation in support programmes etc.) As part of the admissions criteria BIS may place a student on academic or behavioural probation to ensure a successful placement for the student. BIS receives no additional funding for students who require Learning Support. Upon admission parents may be requested to fund additional support. This may come in a variety of forms including private tuition and/or additional support staff.

REFERRAL PROCESS Maintenance and use of the Whole School Referral process will be supported and implemented by the support service team and the school’s leadership. (see appendix Referral Process) Adoption and maintenance of all learning support related forms to be the responsibility of Principals in consultation with Learning Support teachers. Referral process and associated documentation to be understood and explained to all staff annually and parents as required.

TESTS ADMINISTERED IN FORMAL ASSESSMENT These are the tests currently used in the school: Test of Auditory Processing Skills – TAPS Test of Visual Motor Skills Revised – TVMS-R The British Picture Vocabulary Scale II – PBVS II Key Math Revised. A diagnostic Inventory of Essential Mathematics Lucid cops – cognitive profiling system LASS – Lucid Assessment for Schools Ravens Coloured Progressive Matrices Wide Range Achievement Test 4 - WRAT 4 Wide Range Intelligence Test – WRIT Test of Words Reading Efficiency TOWRE BIS-learning support handbook-March 2012

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Test of Visual-Motor Skills – Revised – TVMS-R Gray Silent Reading Test – GSRT Wordchains Dyslexia portfolio Automated Working Memory Assessment - AWMA Symbol Digit Modality Test - SDMT Detailed Assessment of Speed of Handwriting – DASH

DATA PROTECTION, TRANSITION AND SHARING A history of each student requiring learning support should be well documented and include the following: Background details of past educational experience and family situation. Copies of past assessments, In Class Support forms and/or IEPs and their updates with evidence of any special interventions and strategies employed to assist learning. Samples of student work. Minutes of meetings with family, student, staff and other professionals. Any psychometric testing/external assessment documentation will be kept in a locked cabinet in the relevant learning support department. A cover page will be placed in the student’s main file including the assessment type, date and recommendations from the report related to learning. Personal data shall be treated with the appropriate level of confidentiality. Data will: Be processed discreetly. Only be obtained for a specific reason. Be relevant and not in excess of the purpose needed. Be accurate and kept up to date. Be kept in accordance with data handling laws of Bavaria. A list of students receiving Learning Support and those at risk is to be mailed to relevant class/subject teachers at the beginning of the school year. Relevant information is shared with teachers and governing bodies as required.

TRANSITION All school files are kept in a central area and are available for all relevant class/subject teachers. The yellow files in the Lower School are given to teachers at the start of the year. They will have a note stating that a current IEP exists for that student and is in the main file. Transfer of information out of the school is carried out at the request of the parents/student. BIS-learning support handbook-March 2012

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EVALUATION OF PROGRAMME The policy will be seen to be successful when: Students with special educational needs are identified and supported. Students’ individual differences are recognised and valued by all. Support is flexible and appropriately targeted to meet individual needs. Individual Education Plans and In Class Support Forms are well defined and realistic. Teachers feel supported both in terms of student assistance and in the enhancement of their teaching in relation to differentiated practice. Parents are satisfied with the quality of support provided to their child. Parents see themselves as working in partnership with the school to assist their child. When the student no longer requires learning support. Once the student has met the criteria set out in the IEP and has reached an appropriate grade level in the areas being supported, the student will leave the programme and will be monitored by a member of the Learning Support department to ensure a smooth transfer back into the class.

MONITORING OF LEARNING SUPPORT PROCEDURES In conjunction with the school’s leadership team and the Learning Support department, this handbook along with the IEP template and referral process will be reviewed in 2013. At the end of every school year, teachers will be given the opportunity to give written feedback on Learning Support. This handbook is effective as of March 2012. Within the context of international schooling, we find ourselves in a unique situation, often supporting a transitory population of students who are likely to attend a number of educational institutions over their academic career. Therefore, greater awareness of the methods used to collate, maintain and communicate useful data about students is essential to meaningful progression along the IB programme continuum whether it is within or between schools. BIS is committed to inclusive, relevant and contextual learning support, understanding that it is essential to the successful development of students. Effective learning support enhances the student’s ability to use skills, concepts and knowledge in the learning environment. It ultimately prepares them for life-long learning. Adaptation of IB SEN Guidelines within ‘Towards a continuum of international education’

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IV.

APPENDICES

WHOLE SCHOOL SUPPORT SERVICES REFERRAL PROCESS BOARD POLICY ON LEARNING SUPPORT STUDENTS FORM 1

STUDENT SUPPORT SERVICES REFERRAL

FORM 2

CASE HISTORY

FORM 3A

IN CLASS SUPPORT FORM LOWER SCHOOL

FORM 3B

IN CLASS SUPPORT FORM SECONDARY SCHOOL

FORM 4

WHOLE SCHOOL INDIVIDUAL EDUCATION PLAN (IEP)

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Whole School Support Services Referral Process The mandate of the Support Services is to work with students and staff to create programmes to fulfill the school’s mission statement. If a teacher has specific concerns, or a parent has brought concerns to the teacher, the support services are there to assist. In regards to all initial concerns, the support staff will be involved, with the time duration being determined by the needs of the student. Preface: The Whole School Support Services referral process is applied according to the needs of the individual student in a flexible manner that caters to their specific needs. When learning support services are no longer required, the learning support department will notify parents, teachers and support services team. Step 1 (Informal Referral) a) Identify the student who is experiencing difficulty in the classroom. b) Consult the student’s administration file to ensure all relevant information is known. c) When appropriate, discuss any difficulties in learning with the student and find out from their perspective what the school could do to assist. d) In the Lower School: Speak with the relevant support service: Learning Support or Speech Therapist, to discuss your concerns and to develop differentiation strategies. Inform the Principal of your actions. Meet with the parents to discuss concerns and to notify them of any new differentiated strategies to be initiated, “I’m going to try…” Teacher is to document observations/concerns. Early Years Student Intervention Groups Children may be involved in early intervention groups from Pre Reception to Grade One at “Step 1” after parents have been verbally informed. Should appropriate progress not be apparent after 90 calendar days students will be moved to the next appropriate step of the referral process.

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e) In the Secondary School: Concerns must be raised in the first instance, with the relevant programme coordinator to determine whether the problem is subject/s specific or generalised. The academic programme coordinator contacts some or all of the following professionals - Learning Support, Counselor, EAL Coordinator, Nurse - to discuss concerns and to determine course of action. Academic Programme coordinators inform the Principal. The designated professional contacts the parents. Relevant staff attend the meeting with parents. If the problem is subject specific: The academic programme coordinator advises the teacher to discuss the problem with the Curriculum Leader to devise strategies to improve performance and to set targets which must be reviewed by the next reporting period to determine the success of the intervention. Parents are informed by subject teacher/s about concerns and strategies to bring about the improvement that is outlined. A trial period will take place where strategies are implemented and the teacher monitors and documents progress. These notes should be brief, informal and directly related to the results and/or strategies being implemented. Step 2 (Feedback Session) After a maximum of 45 calendar days: a) The teacher will meet with the Support staff, and student, dependant on age and maturity, to share observations during the implementation of differentiated strategies and to ascertain whether; i. The issue is resolved, or ii. Further intervention is required - see Step 3. b) The teacher will inform the parents regarding the effectiveness of the strategies at this time and whether the school is proceeding to Step 3. Step 3 (Classroom Support) a) Arrange a classroom observation with the appropriate Support Services personnel. b) Educational and behavioural feedback will be given and suggestions and strategies will be initiated in the classroom. c) The learning support teacher will monitor the child’s progress and provide additional classroom support to the student and teacher. Whole-school-referral-process-March 2012

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d) An In-class support plan will be implemented for the student. e) Parents are invited to meet with the teacher/coordinator and support staff involved to outline the child’s differentiated programme (the student may also be invited to this meeting, dependant on age and maturity). f) After 4-6 weeks, or an agreed period of time, the In Class Support Plan will be reviewed. Should the support team deem that the In Class Support Plan is ineffective based on curriculum baselines or agreed upon behavioural outcomes proceed to Step 4. Should the In Class Support Plan be successful the following may occur: a) The In Class Support form is updated with a new review date b) An In Class Support form may be deemed no longer necessary, at which stage the student will return to Step 1 of the referral process for a period of one academic year during which time observation will continue to ensure the child is making appropriate progress. Step 4 (Formal Referral) a) Print and complete a Student Support Services Referral form found on the Intranet. - Go to Staff pages/Forms/Student Support Services Referral b) The teacher and the learning support teacher discuss their concerns and the referral form contents with the Principal and obtains Principal’s signature. c) The teacher contacts the parents and arranges a child study meeting to discuss concerns and the Referral Form contents. Parent’s permission to proceed with a formal signature is required. d) Once the Referral Form is completed, it will be submitted to the Support staff that will gather further information. Sources for this information may be the student, the student’s parents, classroom teachers, specialist teachers, the school Nurse, outside personnel, school records, case history, and medical information including vision and hearing screening results, and classroom observations. e) A child study meeting is arranged. Parents invited to meet with teacher and support staff involved in developing the child’s differentiated programme. These meetings are led by the Student Case Manager i.e. the Support Staff person who has been assisting the classroom teacher to determine a differentiated programme, and all professionals in contact with the student are invited to attend. This includes nurses, single subject teachers, previous class teachers, EAL teachers, learning support teachers, the school counselor, and the principal. At this stage parents will be asked to fill out a child case history form.

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Step 5 (Formal Screening/Assessment) a) Support staff will perform appropriate screening and/or assessments for the student in school. b) Upon completion, the support staff will circulate recommendations to: the teacher/s, the Principal, the parents. c) A follow up meeting may be held to discuss findings and the level of support required. The Learning Support teachers will develop an IEP. Copies will be provided for the Principal, teacher, and parents. The IEP will be reviewed either on a stated timeline or in conjunction with the school reporting system. d) The IEP goals/targets will be implemented and subsequent student progress monitored by the classroom teacher and Support staff. The student’s IEP will be reviewed and modified on an on-going basis. Should interventions not prove successful, a child may only be on an IEP for a maximum of one school year for Pre Reception to Grade 1 or six months for Grade 2 to Grade 12 before an external assessment will be required at the family’s expense. Step 6 (Referral for External Assessment) a) Should interventions not prove to be successful then students will be referred for an external assessment that will be conducted by an Educational Psychologist or another specified specialist at the family’s expense. All Educational Psychological reports have to be provided to the school through official English translation, as English is the language of instruction. b) For external examination purposes, students who wish to benefit from special accommodations are required to produce an Educational Psychological report for the relevant examination authority. These reports need to be updated every two years. c) Ongoing evaluation of IEP and monitoring of student progress continues following the recommendations from the external assessment. d) When necessary, consideration will be given to an alternative educational placement for the student to be determined by: -

The student’s abilities and best long term interests, and The Student Support Team’s determination that BIS cannot provide an appropriate educational programme for the student.

All alternative placement decisions are to be determined in full partnership with the student’s parents. The school will assist, where possible, to seek out Whole-school-referral-process-March 2012

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or identify appropriate alternative placement in cooperation with the parents. The final responsibility for alternative student placement resides with the parents. e) Should a decision for alternative educational placement for the student be decided upon, a formal letter will be sent to the parents outlining the previous actions taken and recommendations given. In the event that an agreement with parents cannot be established to effectively work through the referral process, support teachers will be responsible for reporting the case to their Principal for further action to take place. The Principal will provide the appropriate information to the Director. In all such matters the Director’s decision on student placement at the school is final.

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Board Policy 6.4 LEARNING SUPPORT Students with learning difficulties or in need of additional challenge may be admitted to the school if it is believed that their needs can be met by the school's Learning Support Programme, and that an appropriate programme can also be provided within the regular classroom. The Learning Support Programme is available to a limited number of students throughout the school. Students with physical, mental or emotional handicaps cannot be admitted, unless, in the Principal’s and Director’s judgement adequate provisions can be made. The school’s Learning Support Programme supports teachers, parents and students through assessing students, clarifying specific problems, coordinating expert help and offering a programme of support within the classroom, on a one-to-one basis or in small groups through the Referral Process and the Learning Support Policy. The level of support will coincide with the student’s requirements as well as the availability of support staff. A Learning Support Team, which may draw upon the resources of the Principals, the Guidance Counsellor, parents, teachers, and the School Nurse, determines the action to be taken with respect to an individual student. Those who are referred to the Learning Support Team include those who have: 1) 2) 3) 4)

a learning difficulty or challenge; speech and/or learning and/or language problems; emotional and/or behavioural problems; a need for further extension/challenge in an area of talent or academic strength.

Under certain circumstances a student already enrolled in the school may be counselled to seek an alternative school, particularly where BIS may be unable to continue to provide an appropriate programme; where the school is unable to provide additional programme requirements; or where disruption occurs to the normal learning of other children. A decision not to re-enrol such a student would be based upon professional psychological assessment (if appropriate), the classroom teacher’s advice, parental consultation, the carefully considered recommendation of the Learning Support Team, and with the final approval of the Director. The cost of the programme, especially that of regular one-to-one support may have to be covered by the parents at the discretion of the Director.

Board Policy

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FORM 1

STUDENT SUPPORT SERVICES REFERRAL NAME:

_______________________________________________________

DOB:

_________________ REFERRAL DATE: ___________________

GRADE:

_________________

REFERRING PERSON:

___________________________________________

REASON FOR REFERRAL:

DESCRIBE STUDENT’S STRENGTHS/CHALLENGES: (Please include information on academics, behaviour and any other relevant information.)

Name

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Referral Date

MODIFICATIONS / STRATEGIES THAT HAVE BEEN TRIED SO FAR IN THE CLASSROOM:

RESULTS OF THESE MEASURES:

Please indicate the requested personnel:

 Learning Support Teacher

 Speech Therapist

 Guidance Counsellor

1)__________________________________

____________________________

(Referring Person)

(Date)

2)__________________________________

____________________________

(Principal)

(Date)

Name

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Referral Date

3) PARENTAL APPROVAL: I have read this referral form and have added my comments below:

I hereby give permission for my son/daughter _____________________________________ to be assessed by the Speech Therapist, Learning Support Teacher and/or the Guidance Counsellor. I agree to complete the Case History Form. I agree to provide BIS with vision and hearing test results as soon as possible. I agree to release to Student Services personnel and BIS all relevant reports and information including medical details relating to my child. ___________________________________

___________________________

(Parent/Guardian)

(Date)

Name

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Referral Date

FORM 2

CASE HISTORY Name_________________________________________________________________ Address_______________________________________________________________ Telephone__________________________ e-mail_____________________________ Mother’s name___________________ Father’s name_________________________

SPEECH AND LANGUAGE DEVELOPMENT Did your child play with sounds and make noises as a baby?

When did you notice the following: Pointing at things ____________________ First words ________________________ Two words together _________________ Short sentences _____________________ Telling stories ___________________________________________________________ DEVELOPMENTAL HISTORY When did your child: a) Sit up: ________________________________________________________ b) crawl: ________________________________________________________ c) walk: _________________________________________________________

Case History

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February 2012

Is your child well co-ordinated now, or do you think he/she is clumsy?

Did he/she have difficulty with dressing, cycling, climbing stairs etc.?

Was your child strongly left or right handed, or was he/she uncertain which hand he/she preferred?

DEVELOPMENT OF HEARING AND VISION Has he/she had any history of hearing difficulty and, if so, of what nature?

Please describe your child’s history of ear infection

Yes

Has he/she had a hearing test recently?

No

If yes, when?_____________________________________ Result of test:__________________________________________________________

Has his/her vision been tested recently?

Yes

No

If yes, when?_____________________________________ Result of test:__________________________________________________________

Case History

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February 2012

Any history of learning difficulties in the family?

Has your child ever had: Speech Therapy? ___________________________________________________ Physiotherapy? ____________________________________________________ Occupational Therapy (Ergo Therapy)? _______________________________ Learning Support?__________________________________________________ SOCIAL AND EMOTIONAL FACTORS What is the general temperament of your child - at home?

In this space please add anything you think might be helpful to us in assisting your child.

Parent Signature______________________________ Date _____________________

Case History

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February 2012

FORM 3a

IN CLASS SUPPORT PLAN Date: Student:

Grade:

Gender:

Date of Birth:

Age:

Classroom teacher:

Learning support teacher:

Area of Strength:

Areas to be developed:

Date of Review:

Current Academic Goal/s:

Classroom Accommodation  preferential seating

 individual work area/desk

 allow for drink/washroom break

 special devices

 communication book

 computer  voice recorder

 daily homework check sheet/log  assignment sheets

 provide second sets of texts for home  minimal distractions

 scribe

 visual aids/concrete materials

 timetable/schedule posted

 extra teacher support

 cueing system

 resource withdrawal

 peer tutor/buddy

 vary work surfaces

 other

 clear desk of unnecessary materials

Reading Accommodations  taped books  paired reading

 small group instruction  varied reading strategies

 use tracking devices  highlight material

 summarise reading/story content using graphic organisers  used coloured paper for handouts to reduce contrast

 use computer software

 use large paper

 other

In-Class Support Form Lower School

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Mathematics Accommodations  use of manipulatives

 highlight the process signs on worksheets

 use visual aids

 reduce new skills into smaller steps

 matrix needed

 use formula/data sheet

 chunk tasks, questions

 use of calculator

review language of math for new concepts

 have word problems read to students

 check comprehension by questioning

 extra review/drill of facts

 check comprehension by having student explain task  provide shelf check methods

 use of card/board games  work at white board

 other

Instructional Accommodations  structured programme/environment

 provide frequent review

 provide dictionary/thesaurus/word lists

 assign one task at a time

 increased task completion time

 reduce required work

 guided practice

 shorten work periods

 provide mnemonic devices  simplify/shorten directions

include in small group instruction prioritize tasks for completion  provide photo copies of notes

 work sample on desk

 use highlighter/chunk written material

 other

Oral Language Accommodations  allow time to respond

 develop student’s skills for requesting clarification

 use cues to help word retrieval

 use oral response tasks

 use cues to explain idioms, multiple meanings

 model word pronunciation

 student retells instructions, new information

 other

Written Language Accommodations  organisational assistance/story maps

 allow extra time

 chunk written tasks

 use of scribe/carbonless paper for notetakeing

 personal wordbook

 editing assistance

 written retell activities

 other

In-Class Support Plan Lower School

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Student Assessment  reduce length of assignments

 limit choices (multiple choice tests)

 allow extra time

 limit tests to small units of study

 use oral testing

 fill in first letter of answer (t_)

 highlight questions/words/key vocabulary

 provide quiet work area

 voice recorded responses

 allow assistive materials

 reduce number of questions

 simplify instructions

 allow increased spacing of questions

 allow self-evaluation

 remove distractions

 peer evaluation

 provide guideline for time/task completion

 cue students to possible test questions

 teach study skills

 allow draft submissions of assignments

 clarify instructions

 give choices of type of assignments

 allow notes/open book

 provide list of key terms/concepts

 allow notes of computer/spell checked

 other

Class Teacher Signature

______________________________

Learning Support Teacher Signature ______________________________

Principal Signature ____________________________ Date ________________________

Parent Signature

____________________________

In-Class Support Plan Lower School

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FORM 3b

CONFIDENTIAL IN CLASS SUPPORT PLAN Name: ___________________________ Date: ___________________________

Accommodations: (will be available to student taking IGCSE & IB examinations)  Tests taken with extended time in alternate location (Room _____)  Scribe for tests or assignments (Room _____)  Tests read orally (Room _____)  Note taker/access to copy of class notes  Computer with spell check OR proofreader for essay tests and written assignments  Early notification of assignments  Verbal/Written announcements  Syllabus or course outline presented ahead of time  Books on tape (student or special education staff will need textbook titles to initiate)  Calculator (may not use calculator to perform skills/processes being taught or tested)  Use of Formula card for math tests (approved by Classroom teacher)  Headphones – except during instruction, lecture, or class discussion (no tapes during tests)  Preferential seating  Flexible exams  Other___________________________________________________________________

In-Class Support Form Secondary School

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Additional Modifications: (ELP or HSD students)

 Open book tests (in Room _____)  Altered test format  Extended timed test  Retake test  Provide study guide for test  Modified discipline procedures/consequences (details will be provided)  Student may leave class as needed to meet with IEP teacher or support staff  Late assignments if student makes prior arrangements with classroom teacher  Shortened assignments  Modified level of difficulty  Option for student to withdraw from designated subject and receive additional support in other subject areas  Option for student to receive N/A grade when appropriate  Option for student to not be entered for IGCSE/IB exams in designated subject

____________________

____________________

____________________

Other ________________________________________________________________

In-Class Support Plan Secondary School

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FORM 4

Individual Education Plan (IEP) Bavarian International School

CONFIDENTIAL Name:

Date of Birth:

Grade:

Mentor Class:

IEP Date:

IEP Review Date:

Eligibility Category:

Date of most recent eligibility documentation:

Name:

Signature:

Date:

Teacher

Parent

Student

Other:

Other:

Student Name

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IEP Date

General Profile: (Description of student’s strengths and characteristics, health, physical concerns/medical history, vision and hearing, interests, course of study/academic history)

Areas to be developed:

Student Name

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IEP Date

Target:

Strategies:

Target:

Strategies:

Data Collection:

 Meet criteria on classroom tests/exams at level ___ or above  Written performance  Oral performance ✔ Demonstration/  Performance  Portfolio  Other: ________________

Data Collection:

Achieved: 1st Date 2nd Date 3rd Date

 Meet criteria on classroom tests/exams at level ___ or above  Written performance  Oral performance  Demonstration/ Performance  Portfolio  Other: ________________

Report of Progress LP: Limited progress P: Progress made – target not yet met M: Target met E: Exceeds target set

Student Name

Achieved: 1st Date 2nd Date 3rd Date

Reasons for not meeting target: MT: More time needed EA: Excessive absences IC: Incomplete tasks and/or assessment O: Other

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IEP Date

Classroom/Test Accommodations; Assistive Technology; Program Modifications:

IGCSE & IB examinations  Tests taken with extended time in alternate location (Room _____)  Scribe for tests or assignments (Room _____)  Tests read orally (Room _____)  Note taker/access to copy of class notes  Computer with spell check OR proofreader for essay tests and written assignments  Early notification of assignments  Verbal/Written announcements  Syllabus or course outline presented ahead of time  Books on tape (student or special education staff will need textbook titles to initiate)  Calculator (may not use calculator to perform skills/processes being taught or tested)  Use of Formula card for math tests (approved by Classroom teacher)  Headphones – except during instruction, lecture, or class discussion (no tapes during tests)  Preferential seating  Flexible exams  Other ___________________

Student Name

ELP or HSD students  Open book tests (in Room _____)  Altered test format  Extended timed test  Retake test  Provide study guide for test  Modified discipline procedures/consequences (details will be provided)  Student may leave class as needed to meet with IEP teacher or support staff  Late assignments if student makes prior arrangements with classroom teacher  Shortened assignments  Modified level of difficulty  Option for student to withdraw from designated subject and receive additional support in other subject areas  Option for student to receive N/A grade when appropriate  Option for student to not be entered for IGCSE/IB exams in designated subject

Page 4 of 4

IEP Date