learning support policy - bavarian international school€¦ · the learning support handbook...

BIS

Learning Support

Handbook

March 2012

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


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.


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, self-

management 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.


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, co-

teaching, 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.


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.


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.


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.


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


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.


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’


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)

Whole-school-referral-process-March 2012 Page 1 of 5

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.


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.


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.


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


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.

Board Policy Page 1 of 1

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) a learning difficulty or challenge;

2) speech and/or learning and/or language problems;

3) emotional and/or behavioural problems;

4) 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.

FORM 1

Name Page 1 of 3 Referral Date

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.)


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)


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)

FORM 2

Case History Page 1 of 3 February 2012

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: _________________________________________________________


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

Has he/she had a hearing test recently? Yes

No

If yes, when?_____________________________________

Result of test:__________________________________________________________

Has his/her vision been tested recently? Yes No

If yes, when?_____________________________________

Result of test:__________________________________________________________


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 _____________________

FORM 3a

In-Class Support Form Lower School Page 1 of 2

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 provide second sets of texts for

home

computer daily homework check

sheet/log

minimal distractions

voice recorder assignment sheets clear desk of unnecessary materials

scribe visual aids/concrete materials timetable/schedule posted

extra teacher support cueing system resource withdrawal

peer tutor/buddy vary work surfaces other

Reading Accommodations

taped books small group instruction

paired reading varied reading strategies

use tracking devices summarise reading/story content using graphic

organisers

highlight material used coloured paper for handouts to reduce contrast

use computer software use large paper

other

In-Class Support Plan Lower School Page 2 of 3

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

use of card/board games

provide shelf check methods 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 include in small group instruction prioritize tasks

for completion

simplify/shorten directions 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 Page 3 of 3

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 ____________________________

FORM 3b

In-Class Support Form Secondary School Page 1 of 2

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 Plan Secondary School Page 2 of 2

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 ________________________________________________________________

FORM 4

Student Name Page 1 of 4 IEP Date

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:


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:


Target:

Data Collection: Achieved:

Meet criteria on

classroom tests/exams

at level ___ or above

Written performance

Oral performance

Demonstration/

Performance

Portfolio

Other:

________________

1st Date 2nd Date 3rd Date

Strategies:

Target:

Data Collection: Achieved:

Meet criteria on

classroom tests/exams

at level ___ or above

Written performance

Oral performance

Demonstration/

Performance

Portfolio

Other:

________________

1st Date 2nd Date 3rd Date

Strategies:

Report of Progress

LP: Limited progress

P: Progress made – target not yet met

M: Target met

E: Exceeds target set

Reasons for not meeting target:

MT: More time needed

EA: Excessive absences

IC: Incomplete tasks and/or assessment

O: Other


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 ___________________

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

learning support policy - bavarian international school€¦ · the learning support handbook...

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