Factors considered when assigning a level of support include:
Student’s academic progress, in relation to grade level expectations
Amount of time student requires Learning Support
Psycho-educational evaluation results
Type of support needed
Other services needed (i.e. OT, PT, SLP, EAL, counseling, etc.)
Types of external support accessible in Shenzhen or Hong Kong that parents pursue outside of ISNS:
Educational psychologists (various languages)
Speech & Language Therapists (SLP)
Applied Behavioral Therapists (ABT)
Physical Therapists (PT)
The Learning Support Team primarily provides two tiers of support to students with a diagnosis:
Tier 1 - Consultant
Students participate in the same curriculum content as their peers with the same learning outcomes and they benefit from instruction in the classroom but may need accommodations to access and to demonstrate understanding of the curriculum.
Students may receive support in the following ways:
Informal in-house screenings and assessments
Consultative support from an SST member with classroom teachers
Monitoring and class observations by an SST member
Assistance with technology in class and/or for assessment purposes
A Classroom Accommodation Plan (CAP) or Behavior Plan or Counseling support as needed
External services like ABT, PT, SLP, or tutorial services outside of the regular ISNS school day
Typically, these students may have a range of achievement on or below grade level but not exceeding one to two years in the Primary Years Program (PYP), and 2-3 years in the Middle Years Program (MYP) in any given learning area.
Exit criteria: Students are working with an expected level of independence at grade level standards for a sustained period based on common assessments.
Tier 2 – Targeted Intervention
Students participate in the same curriculum content as their peers with mostly the same learning outcomes but require accommodations to access and demonstrate understanding of the curriculum.
Students may receive support in the following ways:
Informal in-house screenings and assessments
Monitoring and class observations by an SST member
Consultative support from an SST member with classroom teachers
Assistance with technology in class and/or for assessment purposes
Interventions and/or small group instruction (requiring an Individual Learning Plan (ILP))
The SST member creates and implements an ILP with the classroom teacher
A Classroom Accommodation Plan (CAP) or Behavior Plan and Counseling support as needed
Counseling services as needed
External services like ABT, PT, SLP, or tutorial services outside of the regular ISNS school day
Typically, these students may have a range of achievement on or below grade level but not exceeding two to three years below grade level in any given learning area.
Exit criteria: Students who have moved to one to two years below level in the PYP, and 2-3 years grade level standards in the MYP for a sustained period based on common assessments will move to Tier 1 support. If students are working with an expected level of independence at grade level standards for a sustained period based on common assessments, they will exit the support system.