Embedded Files
AMBRIT International School is committed to providing a nurturing and inclusive learning environment that supports the unique needs of all students. In alignment with the principles of the International Baccalaureate (IB) Middle Years Programme (MYP), and based on the Response to Intervention (RTI) framework, the Learning Support Team work in collaboration with staff, students and families to ensure that each student is able to access and benefit from the MYP curriculum.
AMBRIT International School is committed to providing a nurturing and inclusive learning environment that supports the unique needs of all students. In alignment with the principles of the International Baccalaureate (IB) Middle Years Programme (MYP), and based on the Response to Intervention (RTI) framework, the Learning Support Team work in collaboration with staff, students and families to ensure that each student is able to access and benefit from the MYP curriculum.
Learning Support in an IB MYP Education
Learning Support in an IB MYP Education
An IB education is holistic in nature - it is concerned with the whole person - and each student is supported according to their own, individual learning styles, strengths and challenges. The MYP framework highlights inclusion and integration as fundamental principles and is designed to be adaptable and responsive to diverse learning needs of our students. The Learning Support Team, in collaboration with subject teachers and the student Support Services Team, work to differentiate instruction and assessment, utilising accommodations and curriculum modifications as required. The Learning Support Team, incorporating the MYP Approaches to Learning (ATL), interdisciplinary collaboration and inquiry based learning, seeks to support students to succeed academically and develop as well-rounded individuals.
The Response to Intervention (RTI) Framework
Response to intervention is a systematic, data-based framework, consisting of a three-tiered approach, designed to meet the diverse learning needs of our students.
In MS the learning support system closely aligns with RTI as follows:
Tier 1: Universal Instruction
High-quality classroom instruction is the foundation of our support system. Our teachers are trained to differentiate instruction, use varied pedagogical strategies, and provide accommodations as necessary to support all students within the regular classroom setting. Learning Support staff are available to work with subject teachers to identify needs, create materials and problem-solve any challenges which may arise.
Tier 2: Push-In Support / Integrated Interventions
Our learning support team collaborates with subject teachers to review how students are managing in class. For some students, extra support in certain lessons may be useful. In this case, the LS team organises push-in support in class and an LS teacher will act as an extra source of support during lessons. This push-in is pre-programmed with the teachers so that everyone knows when the LS teacher will be present.
Tier 3: Pull-Out / Intensive Interventions
For students who require more intensive support, we offer small-group and/or individual, pull-out sessions with a specialised learning support teacher. These sessions are designed to address the student's unique learning challenges and accelerate their progress.
In Middle School the Pull-Out sessions generally take place during Language times. It is a significant decision to remove students from language classes as it is difficult for them to go back to that class at a later date (having missed significant amounts of content). Parents, teachers and the LS team will be involved in making such a decision.
In Middle School the Pull-Out sessions generally take place during Language times. It is a significant decision to remove students from language classes as it is difficult for them to go back to that class at a later date (having missed significant amounts of content). Parents, teachers and the LS team will be involved in making such a decision.
The LS Team use the following documentation to ensure clear and collaborative communication between all key team members (students, families and staff).
The LS Team use the following documentation to ensure clear and collaborative communication between all key team members (students, families and staff).
Referral Form
Referral Form
Teachers are able to complete an AMBRIT staff form to refer students to the Learning Support Team. Once the LS team receives a referral they will organise a series of observation sessions before making recommendations. Recommendations may include trialling certain accommodations in class, push-in support in certain subjects and/or asking the parents/guardians to organise formal testing by an Educational Psychologist.
Information Sheet
Information Sheet
Each LS student has an “information sheet” which is shared with all subject teachers at the beginning of the year. This info sheet outlines the student’s diagnosis, strategies for classroom learning and assessment accommodations. As needs change, the info sheet is updated and the subject teachers informed.
Personalised Education Plan (PEP)
Personalised Education Plan (PEP)
Students who require modifications to curriculum and alternative learning goals due to specific diagnoses will receive a PEP outlining these modifications. The PEP will be created by the LS teacher in collaboration with subject teachers and will be presented to, and signed by, the student’s parents/guardians. At the end of each semester, the PEP will be updated to include comments on progress and changes to goals as required. Students with a PEP may receive a modified report card.
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