Learning Resource Center Objectives: AIS recognizes that some students require learning support to be successful in their academic studies. The aim of the Learning Support Team is to provide the individual student with the support necessary for him/her to achieve success in regular classes. All ESL and Learning Support services are provided through the Learning Resource Center. Classroom teachers, specials’ teachers and learning support teachers should work together to meet the needs of students with different abilities with the objective to develop motivated, confident and self-directed students. All students should have access to a broad and well-balanced curriculum; this can be achieved by all teachers collaborating to provide differentiated learning. Admissions: The school will offer admission to students for whom an appropriate educational program can be provided, thereby assuring a reasonable prospect for their success at the school. Students may be assessed for grade placement and learning needs. The school can offer learning support to students with mild learning needs. It does not offer services to students with: Moderate to severe learning disabilities. Moderate to severe visual, hearing or motor disability. Cognitive Impairments Serious emotional disturbance. Student Services: English as a Second Language (ESL) Learning Support (Grades 1 to 12) Monitoring for Early Intervention Counselling Identification Process The classroom teacher or parent will refer a student identified as needing support to the Division Head and teacher with supporting documentation. The LRC Coordinator will perform an assessment. A meeting will be arranged between the class teacher, the LS teacher and the Division Head to discuss the needs of the student. If ESL or guidance is needed, the ESL teacher and/or Guidance Counsellor will be included. A parent conference will be arranged. It is most important that in all conversations with parents, school staff do not ‘diagnose’ or label a particular condition (e.g. ADHD, dyslexia). They should discuss with parents the specific behaviours and performance levels that give cause for concern. Initially some classroom interventions or accommodations may be suggested; if these do not lead to the improvement desired a referral to a outside specialist should be made. Intervention/Provision in school Intervention can occur at different levels: Monitoring the progress of students who are falling behind. Accommodation plan; possible “push-in” or “pull-out” support. An Educational Plan will be developed with the class or subject teacher as indicated by the learning support teacher. Assessment Basic Academic screening by the school. Assessment by outside consultants may be recommended as necessary i.e. speech therapist, educational psychologist or medical doctors. Short lists of referrals are available from the Learning Support Teacher. Parent Involvement A parent conference will be arranged when a student has been identified as needing support. Parent input is essential to establish the needs of the student. Regular meetings will occur with parents, class teachers and LS teachers (subject teachers where appropriate) to review progress. Responsibilities of Learning Resource Center Team To ensure regular communication with teachers; share information and plans. To assist teachers with modifying the curriculum for the student in question. To develop and implement Student Education Plan’s for students identified as needy. To have regular contact with parents. To provide in-service to teachers on meeting individual needs. To assist classroom teachers with assessment procedures. To assist classroom teachers with strategies to differentiate in the classroom. To carry out classroom observations and assess objectively students who have been identified as needing learning support. To assist students with strategies to minimize or overcome their difficulties. Individual Education Plans Individual education plans are termed Student Education Plans in order that parents may not be confused by the legal entitlements of IEP’s they may know in their home countries. A few students have IEP’s to support their learning and behavioral needs. These are developed by the Learning Support team and circulated to everyone who works with the student. All teachers are expected to be aware of the needs of these students, and collaborate in implementing the plans. All teachers input about the progress of these students is valuable in monitoring their plans – details of successes and difficulties should be sent to the teacher who is appointed ‘case manager’ ESL AIS offers ESL service on a case-by-case basis. If you feel your child needs this service, please contact his/her Division Head.