Learning Support Policy

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Learning Support Policy"

Transcription

1 Learning Support Policy 1

2 School and student profile Learning support philosophy The ISUtrecht has a personalised approach to learning, and this is achieved through our communicative and proactive staff and well designed support structure. Admission to the International School Utrecht is dependant upon the school programme being appropriate to the applicant's needs, and where the student is able to benefit from the curriculum. Once a student is accepted to the school, the staff are committed to guide and assist the student with learning difficulties, to have equal access to the curriculum. The ISUtrecht has an inclusive environment, where teachers work with each students unique strengths and weaknesses, including those students with certain recognised learning support and medical needs. However, while the school has an inclusive policy on admission, it is at the same time a mainstream school, offering facilities to students with learning support needs within a mainstream environment. Support Structure The support structure is designed to provide good supervision to students with learning support needs. Teachers, mentors, and the learning support coordinator meet frequently and ensure the school has a responsive approach to learning provision, appropriate to the needs of our students. Learning difficulty and learning disability defined A learning difficulty is when a student is having difficulty in one or more area of learning. A difficulty is usually temporary but can take several years to improve. However, the difficulty will eventually go away over time, with appropriate and intensive classroom support. Learning difficulties can be caused by physical, educational, emotional, or environmental factors. A learning disability is an unconditional definition based on diagnosis. This means a student is having difficulties within the classroom because these difficulties are caused by a disability, which is lifelong and persistent, and does not respond easily to intensive educational intervention. Usually mild disabilities begin to appear during late primary and early secondary school. In late primary and secondary, the curriculum becomes more abstract, making learning less concrete, and with abstract materials the curriculum is more difficult for the student who has a learning disability. N.B. Learning disabilities of an intermediate to severe nature become apparent already in the earlier years. The teachers at the school cannot diagnose a learning disability. External specialists (psychologists) need to conduct testing and diagnosis. Students with a diagnosed disability ISUtrecht is able to provide support and expertise to students with a number of diagnosed learning disabilities, assisting access to the curriculum. These learning disabilities can include: Dyslexia Dyspraxia Dyscalcula Mild autism ADD and ADHD Parents are required to provide full details of the student s disability. These details could be in the form of psychological education testing and/or previous IEP (individual educational plans). For students with diagnosed disabilities, it may be necessary for the students to have further testing and/or changes in their IEP, once they begin at ISUtrecht. Refer to the concerns procedure below. Students in the MYP and DP programmes are required to undertake external summative assessments. Should extra time be needed for these assessments, the school follows International Baccalaureate guidelines (see Assessment Policy). 2

3 Students without a diagnosed disability Teachers work with the concerns procedure. This procedure can be found at the end of this document. If a teacher has a student of concern, s/he should make the student support counsellor ( interne begeleider), ELA specialist and divisional leaders aware of the issue. Please note: When a student s mother tongue is not English (the academic language of the school), language acquisition does have an effect on the student s learning. For students with English Language Acquisition (ELA), it can mirror traits of various learning disabilities. However, since acquiring a language is only a temporary process these traits will go away. Therefore, these traits are not disabilities. (Please refer to language policy and concerns procedure.) Testing for a learning disability If the student needs testing for a learning disability, the school counsellor will guide the parents and students through the procedure. The psychological education assessment report must be provided in either Dutch or English. If the report is not in Dutch or English, then it is the parent(s) responsibility to have the report translated to English by either the psychologist who completed the testing or a certified translator. Only officially translated documentation is acceptable. Test and translation costs are the financial responsibility of the parents. When a student is diagnosed with a learning disability. As stated above (students with a diagnosed learning disability), should the school continue to be appropriate to the student s needs, the ISUtrecht is able to provide support and expertise with a number of diagnosed learning disabilities. However, depending on the level of guidance the student requires, the school may make a referral to a Dutch school within the neighbourhood, a larger international school with more services or to Lighthouse Special Education in Den Haag. Reporting and assessing of students with a learning disability Students with learning disabilities should receive achievement scores. Assessments may be differentiated but not modified. Students need to show the full understanding of the learner outcomes/objectives, but they may do this through different types of assessments, such as a voice recording. Modification means to change the learner outcomes/objectives so the students can pass the work. In other words, to modify or make the content easier for the students to pass. The ISUtrecht will not modify assessments. (Refer to the assessment policy for more information.) The school follows official IB guidelines on assessment. 3

4 Key roles in student support Primary Class teachers: Observe students, signal and communicate issues arising with students to the student support coordinator. Discuss student in student progress meetings and place student in extra attention area in group educational plan (GEP) or write an individual educational/action plan (IEP) when needed. Contact parents about the issues, and seek parental consent and approval. Record keeping. Secondary Subject teachers: Observe students, signal and communicate issues arising with students to the mentor. Plan learning accommodation when needed. The mentor : Signals and solves smaller issues with students themselves, working with parents and students on an action plan to support the student. With more complex matters, works with the student support coordinator, parents and students to support the student. Signals and communicates issues arising with students to the student support coordinator. Discusses students in student progress meetings. Ensures appropriate record keeping. Whole school The student support coordinator/interne begeleider: oversees all learning support within the school supports mentors and teachers in helping students with more complex issues. o communicates with parents, external professionals and teachers o ensures that agreements are being carried out ensures the expectations of the school are communicated clearly to parents and students ensures good record keeping The school counsellor The school counsellor is Marleen Schulte. She is the school s specialist advisor. She can where necessary: advise the student support coordinator. advise on testing procedure, and guides process. prepare the recommendations of support. 4

5 Concerns Procedure This procedure is comparable with the Dutch cycle of Handelingsgericht Werken. It is a whole school process, which includes the teachers, interne begeleider (student support coordinator), ELA specialist, administration, and parents. Notes: Move on to the next step if accommodations are not working. Accommodations can be found in The Ontario Curriculum Unit Planner: Teaching/Learning Companion (which is available on One Drive). Definition of an ELA student: Any student whose mother tongue is not English, no matter how long they have been learning English. (This applies for anyone under the age of 19.) This is not for beginning ELA students, see Language Policy. Step 1: Please use concern form (in One Drive) Teacher (or mentor) collects data on student s past language experiences to find out whether the student s mother tongue is English or not (ELA student). What is the student s mother tongue? What languages has the student been schooled in? Teacher (or mentor) brings the concern forward with this data. ELA STUDENT Step 2 ELA: Data Collection (ELA specialist, teacher(s), divisional leader, parents): Revisit student s file Clarify student s past language experiences, include early years language development. Document the student s English language abilities: reading assessment, writing samples, listening/speaking assessment. Observe student in classroom Contact student s teachers to collect more data on student and to make all teachers aware of the issue. Develop an age-appropriate classroom IEP for classroom and specialist teachers to implement. Allow for multilingual/multicultural projects. Increase use of mother tongue and use materials in mother tongue. Get support of parents (families) for example use of Mother Tongue when helping with homework. ELA support Other accommodations Step 3 ELA: Give time with these accommodations and monitor consistently. The amount of time will vary from case to case but no more than 6 weeks of school until revisited. Continue onto the next step if there are still issues ENGLISH MOTHER TONGUE STUDENT Step 2: Data Collection (teacher(s), interne begeleider, divisional leader, parents): Revisit student s file Clarify with student s past and current learning experiences, include early years language development Document the student s language abilities: reading assessment, writing samples, listening/speaking assessment. Observe student in classroom Contact all student s teachers to collect more data on student and to make all teachers aware of the issue. Develop an age appropriate classroom IEP for classroom and specialist teachers to implement. Step 3: Give time with these accommodations and monitor consistently. The amount of time will vary from case to case but no more than 8 weeks of school until revisited. Revisit a second time and discuss accommodations, making changes where necessary, give another 8 weeks. And depending on the case, it maybe be necessary to repeat the cycle a third time. If no improvement continue onto the next step. Step 4 ELA: Data Collection SST Meeting (Student Study Team): teacher(s), ELA specialist, divisional leader, parents. Performance assessments Collect any standardized language proficiency tests/achievement measures Analyse data collection from previous accommodations Personal/family factors Physical and psychological factors Previous schooling First and second language development (social and academic) Learning environment factors (social and academic) Discuss mother tongue exposure and whether mother tongue tuition could be helpful to improve language acquisition. Intervention: Professional Mother Tongue tutoring at least 2 hours per week. Previous accommodations from Step 2, including new interventions. Step 4: Data Collection SST Meeting (Student Study Team): parent(s), teacher(s), interne begeleider and divisional leader to set goals to enhance student s learning: Performance assessments Collect any standardized language proficiency tests/achievement measures Analyse data collection from previous accommodations Personal/family factors Physical and psychological factors Previous schooling Learning environment factors (social and academic) Investigate various testing for student to diagnose issue. Continue accommodations from Step 2, including new accommodations until diagnosed. 5

6 Step 5 ELA: Give time with these accommodations and monitor consistently. The amount of time will vary from case to case but no more than 6 weeks of school until revisiting. If there is consistent growth in the mother tongue, there is NO learning disability. This would mean there is no need to continue to the next step. A continuation of classroom accommodations, mother tongue and ELA support lessons, along with revisiting these accommodations at least every two months to provide best practice to help the student achieve, will be sufficient. Therefore, it is vital to keep up the mother tongue lessons, ELA support and accommodations. Step 6 ELA: Data Collection: ELA Student Study Team Meeting (SST): parent(s), teacher(s), ELA specialist, mother tongue tutor and divisional leader to set goals to enhance student s learning. (May need interne begeleider at this step.) Testing of student s mother tongue: reading, writing, listening, speaking, cognitive. Step 7 ELA: Analysis data from Step 6 ELA provide further accommodations depending on information collected or continue same interventions until analysis is made. The amount of time will vary from case to case but no more than 2 weeks. Step 8 ELA: ELA SST Meeting: parent(s), teacher(s), ELA department, Mother Tongue tutor, interne begeleider and divisional leader this is to investigate various testing to diagnose issue. Testing in the student s strongest language. Step 5: Student is tested by a professional. Assessments could include: IQ Achievement Behavioural Language, Motor and Processing Skills Reading, Writing, Mathematics Etc. Step 6: Issue is diagnosed and results are presented. An issue is found A Learning Disability Develop IEP (Individualised Education Programme) with parent(s), teacher(s), interne begeleider and divisional leader, obtains support from Ambulant Begleider or recommend an appropriate school (see step 7). No issue is found A Learning Difficulty Continue classroom accommodation and revisit these accommodations at least every two months, so to provide the best practice to help the student achieve. Step 7: When we cannot support the student in an appropriate manner and our assistance is no longer effective, ISUtrecht has the right to recommend another school. If a new school is needed, interne begeleider will support parents through this process to finding a variety of appropriate schools. However, parents have the freedom of choice for placement and in the end, they will make the final decisions on which school their child will attend. Continue accommodations until diagnosed. Step 9 ELA: Issue is diagnosed and results are presented. Issue is found A Learning Disability Diagnosed issue, develop IEP (Individualised Education Programme) with parent(s), teacher(s), interne begeleider, ELA specialist, Mother Tongue tutor and divisional leader or recommend an appropriate school. No issue is found Continue classroom accommodations, mother tongue and ELA support, and revisit these accommodations/lessons at least every two months, so to provide best practice to help the student achieve. NOTE: When testing a bilingual student many psychological education reports will return with a disclaimer, which will state results are not conclusive because of the participant s weak language skills. Language Acquisition Grid 6

7 To get an idea of the learning process of a language the following Language Acquisition Grid, below, can be helpful (Dr. Catherine Collier (2008). This grid shows how long it takes for a student to acquire a new academic language (English). This research is based on state school students in the USA. On average, to reach fluency it takes about five years to seven years. Please remember, if a student s mother tongue is weak and/or the student is having difficulties adjusting to the culture than the final stage can take up to 10 years (Thomas and Collier 1997, 2002). 0-6 months 6 months - 1 year 1 2 years 2-3 years 3 5 years 5 7 years Depends on context Has minimal receptive Comprehends key words only Points, draws, or gesture responses May not produce speech Adjusting to local culture receptive word Able to observe, locate, label, match, show, classify, sort. Depends heavily on context Produces words in isolation Verbalizes key words Responds with one/two word answers or short phrases Points, draws, or gesture responses Mispronunciation Grammar errors receptive word Able to name, recall, draw, record, point out, underline, categorize, list. Uses simple words, gestures, & drawings. Short phrases Many mistakes in grammar Responds orally Hears smaller elements of speech Functions on social level Uses limited between receptive Able to share, retell, follow, associate, organize, compare, restate, role play. Reads & writes basic sight words. Monolingual Language Vocabulary Development Ages (in years) Vocabulary (values are approximate) Simple sentences Produces whole sentences Makes some pronunciation & basic grammatical errors but is understood Responds orally and in written form Uses limited Initiates conversation and questions Shows good comprehension Up to 7000 receptive word Able to tell, describe, restate, contrast, question, map, dramatize, demonstrate, give instructions. Uses short sentences to inform & explain. Reads & writes simple words/ sentences. Can communicate thoughts Engage in and produce connected narrative Shows good comprehension Uses expanded Makes complex grammatical errors Functions somewhat on an academic level Up to 12,000 receptive & active word Able to imagine, create, appraise, contrast, predict, express, report, estimate, evaluate, explain, model. Uses descriptive sentences and initiates conversations. Reads & writes descriptive sentences. Functions on academic level with peers Maintains two way conversation Demonstrates decontextualized comprehension Uses enriched Beyond 12,000 word Able to relate, infer, hypothesize, outline, revise, suppose, verify, rewrite, justify, critique, summarize, illustrate, judge. Native like proficiency with social conversations. Reads & writes complex sentences. 1 to 1 ½ 20 words words ,000 words 4 1,500 1,600 words 5 2,100-2,200 words 6 2,600 word expressive (words said) and a receptive (words understands) 20,000 24,000 words ,000 words (words understands) (Super Duper Publications, 2008) Staff Development 7

8 Various classroom accommodations can be found in the concerns procedure document. Also, the Teaching/Learning Companion from Ontario Ministry of Education can be found in the appendix. Both documents provide accommodations, which are considered best teaching practice and can be used for all students. The descriptions are written so the booklet can be used without support. However, in-house staff development will be provided on: the procedure. teacher and parent expectations. how to use the accommodations. learning difficulties v learning disabilities. the staff development will be on going. Revision of this Policy It is the responsibility of the divisional coordinators to develop and maintain a policy review cycle, updating the information. Members of the community will be asked to take part in this review. Communication of this Policy The divisional leader will be responsible for providing copies of this policy to the school community through staff meetings, parent meetings and school newsletter and website. Links to Other Documents This document should be read in conjunction with the follow documents. Admissions Policy Language Policy Assessment Policy Other documents: Academic Honesty Policy 8

Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage

Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage do not verbally respond to communication in the second language although there is receptive processing. should be actively

More information

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON Last reviewed Wednesday 25 th November 2015 Mission Statement Diversity Passion Identity Understanding LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON The International

More information

Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School

Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School Ethos and Policy points Dulwich College Seoul (DCSL) believes that every student attending DCSL has the right

More information

Barnsley Educational Child and Community Psychology Service. Dyslexia Practice Guidelines

Barnsley Educational Child and Community Psychology Service. Dyslexia Practice Guidelines 1 Barnsley Educational Child and Community Psychology Service Dyslexia Practice Guidelines Overview 2 The purpose of this paper is to provide an overview of the shared rationale for dyslexia within Barnsley

More information

SENCo (Special Education Needs Coordinator):

SENCo (Special Education Needs Coordinator): Special Educational Needs and Disabilities (SEND) Offer At St Columba's Head Teacher: SENCo (Special Education Needs Coordinator): Mr N Fisher Mrs K Kallend The following is a summary of the changes to

More information

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) POLICY RATIONALE This policy document is a statement of the aims, principles

More information

Categories of Exceptionality and Definitions

Categories of Exceptionality and Definitions 7. CATEGORIES and DEFINITIONS of EXCEPTIONALITIES Purpose of the standard To provide the ministry with details of the categories and definitions of exceptionalities available to the public, including parents

More information

Children, Families and Learning

Children, Families and Learning Children, Families and Learning Dyslexia Policy April 2009 (revised) HH/HS Dyslexia Policy 1 Introduction Middlesbrough s Dyslexia Policy has been developed through a working party of senior staff within

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Bloom s Taxonomy of Educational Objectives and Writing Intended Learning Outcomes Statements International Assembly for Collegiate Business

More information

Year 4 Narrative Unit 2 Stories set in imaginary worlds

Year 4 Narrative Unit 2 Stories set in imaginary worlds Published on www.standards.dfes.gov.uk/nationalstrategies 27-Oct-2010 Year 4 Narrative Unit 2 Stories set in imaginary worlds Stories set in imaginary worlds (4 weeks) This is the second of four narrative

More information

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory

More information

Preproduction STUDENTS

Preproduction STUDENTS Preproduction In this stage, students may not respond orally in the second language but there is receptive processing (listening). Students should be ACTIVELY included in ALL class activities but not forced

More information

DUBAI COLLEGE. A tradition of quality in education. Special Education Needs & Disability (SEND) Policy. Statement of Intent.

DUBAI COLLEGE. A tradition of quality in education. Special Education Needs & Disability (SEND) Policy. Statement of Intent. DUBAI COLLEGE A tradition of quality in education Special Education Needs & Disability (SEND) Policy Statement of Intent Dubai College is strongly committed to inclusive education across all year groups;

More information

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS CHAPTER 3 INDEX 3.1 PURPOSE AND SCOPE... 3 1 3.2 IDENTIFICATION AND REFERRAL OF ENGLISH LEARNERS SUSPECTED OF HAING A DISABILITY... 3 1 3.3 SPECIAL

More information

LAWRENCE SHERIFF SCHOOL RUGBY SPECIAL EDUCATIONAL NEEDS POLICY

LAWRENCE SHERIFF SCHOOL RUGBY SPECIAL EDUCATIONAL NEEDS POLICY LAWRENCE SHERIFF SCHOOL RUGBY SPECIAL EDUCATIONAL NEEDS POLICY Special Educational Needs Co-ordinator - Sheila Poppa - NASENCo awarded December 2013 Contact number 01788 542074 Special Educational Needs

More information

CREATING LEARNING OUTCOMES

CREATING LEARNING OUTCOMES CREATING LEARNING OUTCOMES What Are Student Learning Outcomes? Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion

More information

Homeschooling Support Program Prospectus

Homeschooling Support Program Prospectus Homeschooling Support Program Prospectus childpsych Pty Ltd ACN 125165433 ABN 27210814326 Phone 07 3716 0445 Clinic 2/606 Sherwood Rd, A part of Sherwood Qld 4075 www.childpsychlearning.net.au Welcome

More information

SEND Policy. Principles of SEN at Charlton School, criteria for identification and processes for action. Aim

SEND Policy. Principles of SEN at Charlton School, criteria for identification and processes for action. Aim SEND Policy Sponsorship & Review 1 Sponsor Curriculum Leader Inclusion D Walker 2 Reviewed January 2015 3 Revised January 2015 References Disability Discrimination Act Introduction Principles of SEN at

More information

The. Languages Ladder. Steps to Success. The

The. Languages Ladder. Steps to Success. The The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.

More information

UNIVERSITY ACADEMY OF ENGINEERING SOUTH BANK. Special Educational Needs and Disabilities (SEND) Policy

UNIVERSITY ACADEMY OF ENGINEERING SOUTH BANK. Special Educational Needs and Disabilities (SEND) Policy UNIVERSITY ACADEMY OF ENGINEERING SOUTH BANK Special Educational Needs and Disabilities (SEND) Policy This Policy will be rewritten in September 2014, in light of the new legislation and as part of the

More information

Program Models. proficiency and content skills. After school tutoring and summer school available

Program Models. proficiency and content skills. After school tutoring and summer school available Holyoke English Language Learners Program Opportunities & Services Program Models ELL students ts participate i t in mixed groupings so they can learn with English-speaking peers. Certified ESL, ELL or

More information

Internal Policy on the Provision of Educational Support in the European School Karlsruhe

Internal Policy on the Provision of Educational Support in the European School Karlsruhe Internal Policy on the Provision of Educational Support in the European School Karlsruhe Produced in line with: Policy on the Provision of Educational Support in the European Schools, (Ref: 2012-05-D-15-en-7,

More information

Local offer to Students with. Special Educational Needs. and their Parents

Local offer to Students with. Special Educational Needs. and their Parents Local offer to Students with Special Educational Needs and their Parents Local Offer to Students with Special Educational Needs and their Parents Thornleigh Salesian College School is committed to meeting

More information

Nefertari International Schools IBDP Candidate School Whole School Language Policy

Nefertari International Schools IBDP Candidate School Whole School Language Policy Nefertari International Schools IBDP Candidate School Whole School Language Policy Release Date: September 2014 To be Reviewed: September 2019 Introduction Before framing the language policy for the International

More information

Educational Interpreter/Transliterator for Ages 3-21

Educational Interpreter/Transliterator for Ages 3-21 Appendix F. New Hampshire Certification Requirements for Educational Interpreters/Transliterators and for Special Education Teachers in the Area of Deaf and Hearing Disabilities Educational Interpreter/Transliterator

More information

QUEEN S COLLEGE, LONDON. Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD) POLICY DOCUMENT

QUEEN S COLLEGE, LONDON. Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD) POLICY DOCUMENT QUEEN S COLLEGE, LONDON Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD) POLICY DOCUMENT Policy for Special Educational Needs (SEN) and Learning Difficulties and Disabilities

More information

Policy on Learning Support/Resource Teaching

Policy on Learning Support/Resource Teaching Policy on Learning Support/Resource Teaching In St. Brigid s the principal aim of learning support/resource teaching is to optimise the learning process in order to enable pupils with learning needs to

More information

Global engagement. An International Baccalaureate education for all

Global engagement. An International Baccalaureate education for all Learning stories Language and learning Inclusive education Global engagement Multiple programme schools Learning stories from the IB continuum share examples of good practice from IB World Schools in order

More information

Language Policy from 2014

Language Policy from 2014 Language Policy from 2014 Katedralskolan s IB Diploma Language Policy presents the school language philosophy, language support and the language courses offered. Diploma Programme (DP) Students at Katedralskolan

More information

Section 1: Introduction (only) Downloaded from

Section 1: Introduction (only) Downloaded from Language Problems Practice Resource Section 1: Introduction (only) Downloaded from www.rch.org.au/ccch Practice Resource: Language Problems Table of Contents Overview... 2 Glossary... 6 Session 1: Introduction

More information

Understanding Special Education in the OCDSB

Understanding Special Education in the OCDSB Understanding Special Education in the OCDSB Individual Education Plan Parent Guide Learning Support Services Understanding Special Education in the OCDSB Individual Education Plan Parent Guide Table

More information

Clewer Green CE Aided First School

Clewer Green CE Aided First School Clewer Green CE Aided First School Inspiring Children If my teacher believes in me I know I can do it Mia, Year 4 Hatch Lane, Windsor. SL4 3RL Tel: 01753 864544 Email: clewergreen@rbwm.org.uk Website:

More information

ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES

ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES Introduction The Arlington Public Schools provides a comprehensive array of programs and services from pre-school through grades 12 designed

More information

CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY

CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY INDEX 1. Overview 2. Definition of Special Educational Needs 3. Assessment and Identification of Students during the Admissions Process

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in The Senior School

Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in The Senior School Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in The Senior School Ethos and Policy points Our college philosophy and objectives includes the statement that we allow every individual

More information

Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from?

Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from? Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from? The Children and Families Act became law in March 2014. The Act aims to improve

More information

Writing learning objectives

Writing learning objectives Writing learning objectives This material was excerpted and adapted from the following web site: http://www.utexas.edu/academic/diia/assessment/iar/students/plan/objectives/ What is a learning objective?

More information

DR. PAT MOSSMAN Tutoring

DR. PAT MOSSMAN Tutoring DR. PAT MOSSMAN Tutoring INDIVIDUAL INSTRuction Reading Writing Math Language Development Tsawwassen and ladner pat.moss10.com - 236.993.5943 tutormossman@gmail.com Testing in each academic subject is

More information

Support for Student Literacy

Support for Student Literacy Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

More information

SEN Information Report

SEN Information Report SEN Information Report 2014-15 SENCO: Mrs Mary Hull SEN Governor: Mrs Sally Dyson Contact: mhull@tgs.kent.sch.uk (01732 365125 EXT230) Dedicated SEN time: Full Time SENCO Local Offer Contribution: http://www.kent.gov.uk/education-and-children/special-educational-needs

More information

To ensure that all pupils with specific learning difficulties are identified and supported in school.

To ensure that all pupils with specific learning difficulties are identified and supported in school. JUNIOR SCHOOL LEARNING SUPPORT POLICY Summary Statement At Dulwich College pupils follow a rigorous academic curriculum and it is therefore essential that the Learning Support Policy provides for appropriate

More information

Asset 1.6 What are speech, language and communication needs?

Asset 1.6 What are speech, language and communication needs? 1 of 5 The National Strategies Asset 1.6 What are speech, language and needs? a) Summary of key points Taken from the Primary and Secondary Inclusion Development Programme (IDP): Dyslexia and speech, language

More information

Ministry of Education. The Individual Education Plan (IEP) A RESOURCE GUIDE IEP

Ministry of Education. The Individual Education Plan (IEP) A RESOURCE GUIDE IEP Ministry of Education The Individual Education Plan (IEP) A RESOURCE GUIDE 2004 IEP CONTENTS Introduction.......................................... 4 What Is an IEP?.........................................

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

1. Basic information about the school s special educational provision

1. Basic information about the school s special educational provision KNOTTINGLEY HIGH SCHOOL & SPORTS COLLEGE SPECIAL EDUCATION NEEDS POLICY Reviewed and Revised: September 2009 1. Basic information about the school s special educational provision a) Objectives To enable

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding

More information

Squirrel Hayes First School. MFL Policy

Squirrel Hayes First School. MFL Policy Squirrel Hayes First School Policy Reviewed on Feb 2016 Policy Owner Signature Mrs A. Stockton Policy adopted by the Governing Body on Chair of Govs/Committee Signature Policy Reviewed Date March 2016

More information

Language Development and Learning: Strategies for supporting pupils learning through English as an additional language (Secondary)

Language Development and Learning: Strategies for supporting pupils learning through English as an additional language (Secondary) 12 CHECKLIST FOR PLANNING 1. Do the bilingual pupils understand the learning intention? 2. Do I know their prior knowledge of this topic? 3. Do I know what English language skills they have and need to

More information

Planning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts).

Planning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts). Planning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts). 1. Central Focus a. Describe the central focus and purpose for the content you will teach in this

More information

Reading Street and English Language Learners

Reading Street and English Language Learners Reading Street and English Language Learners How do you identify English language proficiency levels on Reading Street? How do English language learners (ELLs) differ from other learners? ELLs have varying

More information

Language Policy International Baccalaureate Diploma Programme Rio Mesa High School

Language Policy International Baccalaureate Diploma Programme Rio Mesa High School Language Policy International Baccalaureate Diploma Programme Rio Mesa High School Last revised September 2014 Introduction and Purpose: In accordance with the International Baccalaureate Organization,

More information

Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features.

Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features. Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language

More information

Additional Educational Needs and Inclusion Policy and Procedures

Additional Educational Needs and Inclusion Policy and Procedures Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the

More information

Policy/Program Memorandum No. 8

Policy/Program Memorandum No. 8 Ministry of Education Policy/Program Date of Issue: August 26, 2014 Effective: Until revoked or modified Subject: Application: Reference: IDENTIFICATION OF AND PROGRAM PLANNING FOR STUDENTS WITH LEARNING

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

Surrey County Council policy for dyslexia

Surrey County Council policy for dyslexia www.surreycc.gov.uk Making Surrey a better place Surrey County Council policy for dyslexia Contents 1. Introduction 2. Purpose 3. Definition 4. Assessment 5. Intervention 6. Roles and responsibilities

More information

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the

More information

Quality for All and All for Quality

Quality for All and All for Quality Quality for All and All for Quality The motto above, Quality for All and All for Quality, was designed to represent all we stand for and value. It is the essence of our mission statement which itself encompasses

More information

From the parent carer s point of view:

From the parent carer s point of view: SETTING NAME: SETTING TYPE: Uppingham Community College Include details of: 11-16 years Mainstream From the parent carer s point of view: 1. How does the setting / school / college know if children/young

More information

MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL)

MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL) MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT Descriptive Report on Services to English Language Learners (ELL) Student Identification Student Language Assessment ESL Program Participation Student Placement

More information

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

Mark College Local Offer

Mark College Local Offer Mark College Local Offer Name of site Address Contact names Mark College Blackford Road, Mark, Somerset, TA9 4NP Chris Sweeney (Principal) / Polly Adams (Vice Principal) Telephone number 0845 277 4679

More information

Admissions Requirements

Admissions Requirements Special Education Dickinson Hall, Rooms 300F, 304 (501) 569-3124, (501) 569-8710, (501) 569-8922 Master of Education in Special Education The Master of Education in Special Education (SPED) prepares candidates

More information

Helping English Language Learners Understand Content Area Texts

Helping English Language Learners Understand Content Area Texts Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency

More information

Language Policy December 2011

Language Policy December 2011 Language Policy December 2011 Table of Contents I. MISSION; PURPOSE AND AIMS... 3 II. LANGUAGE PROFILE AND ADMISSIONS POLICIES... 5 III. LANGUAGE PROGRAMMES OVERVIEW... 6 IV. LANGUAGE A AND MOTHER TONGUE

More information

SEND Information Report

SEND Information Report OAKWOOD PARK GRAMMAR SCHOOL: AN EXCEPTIONAL LEARNING EXPERIENCE. SEND Information Report OAKWOOD PARK GRAMMAR SCHOOL IS COMMITTED TO: High quality teaching that engages and challenges all students to become

More information

CHCEDS434A Provide support to students with autism spectrum disorder

CHCEDS434A Provide support to students with autism spectrum disorder CHCEDS434A Provide support to students with autism spectrum disorder Release: 1 CHCEDS434A Provide support to students with autism spectrum disorder Modification History Not Applicable Unit Descriptor

More information

TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS. Melissa McGavock Director of Bilingual Education

TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS. Melissa McGavock Director of Bilingual Education TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS Melissa McGavock Director of Bilingual Education Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers Making Content Comprehensible

More information

IBDP at ANATOLIA COLLEGE. Special Educational Needs Policy

IBDP at ANATOLIA COLLEGE. Special Educational Needs Policy IBDP at ANATOLIA COLLEGE May 2013 1 IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world

More information

Resource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales

Resource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales Resource document for school governors and schools Summary of Special Educational Needs (SEN) Code of Practice for Wales Teifion Rees SEN Governor Cwrt Sart Comprehensive School April 2004 1 Acknowledgements

More information

Special Education Program Descriptions 2014-2015

Special Education Program Descriptions 2014-2015 Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education

More information

Ashleigh C OF E (VC) Primary School Maintained

Ashleigh C OF E (VC) Primary School Maintained TITLE: S.E.N.D. POLICY DATE ADOPTED: 21 st March 2016 REVIEW SCHEDULE: ANNUAL DATE OF NEXT REVIEW: MARCH 2017 Ashleigh C OF E (VC) Primary School Maintained Special Educational Needs & Disabilities (SEND)

More information

College - English as an Additional Language (EAL) teaching and learning policy

College - English as an Additional Language (EAL) teaching and learning policy College - English as an Additional Language (EAL) teaching and learning policy This policy outlines school s aims and strategies to support EAL pupils and allow them to fulfil their full potential. Aims:

More information

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning The Improving Head Start for School Readiness Act of 2007 makes

More information

SECTION 9: SPECIAL EDUCATION PROGRAMS AND SERVICES SPECIAL EDUCATION PLACEMENTS PROVIDED BY THE BOARD

SECTION 9: SPECIAL EDUCATION PROGRAMS AND SERVICES SPECIAL EDUCATION PLACEMENTS PROVIDED BY THE BOARD SECTION 9: SPECIAL EDUCATION PROGRAMS AND SERVICES SPECIAL EDUCATION PLACEMENTS PROVIDED BY THE BOARD The RCDSB continuously reviews its Special Education programs and services. Input is received from

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

STAFF DEVELOPMENT in SPECIAL EDUCATION

STAFF DEVELOPMENT in SPECIAL EDUCATION STAFF DEVELOPMENT in SPECIAL EDUCATION Roles and Responsibilities of the Special Education Teacher AASEP s Staff Development Course Roles and Responsibilities of the Special Education Teacher Copyright

More information

Sample Completed Summative Report Form for a Secondary Teacher 1*

Sample Completed Summative Report Form for a Secondary Teacher 1* Sample Completed Summative Report Form for a Secondary Teacher 1* This form must be used for each performance appraisal. The duties of the principal may be delegated to a vice-principal in the same school,

More information

Monroe Public Schools English Language Learner Program Description and Guidelines Revised, Fall 2012

Monroe Public Schools English Language Learner Program Description and Guidelines Revised, Fall 2012 Monroe Public Schools Language Learner Program Description and Guidelines Revised, Fall 2012 It is the policy of Monroe Public Schools not to discriminate on the basis of race, color, national origin,

More information

Register of Students with Severe Disabilities

Register of Students with Severe Disabilities Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria

More information

Special Educational Needs Policy. Loreto College, St. Stephen s Green

Special Educational Needs Policy. Loreto College, St. Stephen s Green Loreto College St. Stephen s Green Introduction This policy is drawn up in the context of The Education Act (1998) and takes cognisance of The Equal Status Act (2000), The Equality Act (2004), The Education

More information

Horizons on the Hudson Elementary School Newburgh, New York IB, Primary Years Program Special Education Policy

Horizons on the Hudson Elementary School Newburgh, New York IB, Primary Years Program Special Education Policy Horizons on the Hudson Elementary School Newburgh, New York IB, Primary Years Program Special Education Policy Special Education Philosophy At Horizons on the Hudson, we maximize inclusion for all students

More information

Middleham CE (VA) School. SEND Information

Middleham CE (VA) School. SEND Information Middleham CE (VA) School SEND Information All North Yorkshire maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities (SEND). They are

More information

Special Educational Needs & Disability Policy

Special Educational Needs & Disability Policy Special Educational Needs & Disability Policy Date Review Date Special Needs Co-ordinator (SENCO) Nominated Director 23/12/15 01/12/16 Stacey White Director of Education This policy is written in line

More information

ELPS TELPAS. Proficiency Level Descriptors

ELPS TELPAS. Proficiency Level Descriptors ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining

More information

Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs

Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs Cass School of Education and Communities, University of East London In collaboration with The Institute

More information

Mathematics Policy Bordesley Green Primary

Mathematics Policy Bordesley Green Primary Aims Mathematics Policy Bordesley Green Primary The national curriculum and EYFS for mathematics aims to ensure that all pupils: Become fluent in the fundamentals of mathematics, including the varied and

More information

VOLUSIA COUNTY SCHOOLS PST PROBLEM SOLVING GUIDELINES FOR ENGLISH LANGUAGE LEARNERS KIDS COME IN ALL LANGUAGES

VOLUSIA COUNTY SCHOOLS PST PROBLEM SOLVING GUIDELINES FOR ENGLISH LANGUAGE LEARNERS KIDS COME IN ALL LANGUAGES VOLUSIA OUNTY SHOOLS PST PROBLEM SOLVING GUIDELINES FOR ENGLISH LANGUAGE LEARNERS KIDS OME IN ALL LANGUAGES WRITTEN BY: MARK HAMILTON, SHOOL PSYHOLOGIST AROLYN TRONOSO, SHOOL PSYHOLOGIST WITH INPUT FROM:

More information

Courses Description. ELI 600 Second Language Acquisition 3

Courses Description. ELI 600 Second Language Acquisition 3 Courses Description ELI 600 Second Language Acquisition 3 This course introduces the students to the major theories and issues in second language acquisition, as well as the theories and assumptions that

More information

Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan

Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan An audio recorder is one of the important tools that should be used in every lesson for new

More information

St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy)

St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy) St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy) Mission Statement We are an independent Roman Catholic selective co-educational College which

More information

National Dissemination Center for Children with Disabilities

National Dissemination Center for Children with Disabilities Teaching Students with Disabilities Resources Developed by: National Dissemination Center for Children with Disabilities 1 Table of Contents* Disorder Page # Attention Deficit/Hyperactivity Disorder (AD/HD).3

More information

INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION

INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION July 2011 1 CONTENTS 1.0 Introduction 3 Page 2.0 Definition 3 3.0 Perspectives on Reading and Spelling 4 4.0

More information

Epilepsy in Children. Learning and School Performance

Epilepsy in Children. Learning and School Performance Epilepsy in Children Learning and School Performance About the Epilepsy Foundation The Epilepsy Foundation is the national voluntary agency solely dedicated to the welfare of the more than three million

More information

Talbot Primary School s Policy for the Teaching and Learning of Children with Specific Learning Difficulties

Talbot Primary School s Policy for the Teaching and Learning of Children with Specific Learning Difficulties Talbot Primary School s Policy for the Teaching and Learning of Children with Specific Learning Difficulties Inclusion Leader Mrs Sheila Lloyd-Jones Link Governor Gill Kelly Written June 2013 Talbot Primary

More information

MAIN CHALLENGES IN TEACHING ENGLISH TO CHILDREN AGED 6-12

MAIN CHALLENGES IN TEACHING ENGLISH TO CHILDREN AGED 6-12 MAIN CHALLENGES IN TEACHING ENGLISH TO CHILDREN AGED 6-12 For the last 15 years it has become a European standard to introduce foreign languages, especially English, in primary schools and kindergartens.

More information

SPECIAL EDUCATIONAL NEEDS POLICY COACHFORD COLLEGE

SPECIAL EDUCATIONAL NEEDS POLICY COACHFORD COLLEGE SPECIAL EDUCATIONAL NEEDS POLICY COACHFORD COLLEGE I Mission Statement of School Our school Mission Statement promotes the ethos of inclusion which informs our policy and provision for students with S.E.N.

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

Duncombe School Special Educational Needs and Inclusion Policy

Duncombe School Special Educational Needs and Inclusion Policy Duncombe School Special Educational Needs and Inclusion Policy Date Policy Reviewed Policy Reviewed By Reason/Outcome Next Review Due April 2013 Sue Howes Review Spring 2014 March 2014 Sue Howes Review

More information