Rachel Cozmatchi, Assistant Principal and MYP Coordinator

Originally from the United States, Rachel Cozmatchi also grew up in Papua New Guinea and the Philippines, and identifies, as many of our students do, as a third culture kid. She has worked at DIS since 2013. Her career in education began as a Peace Corps volunteer in Romania, where she taught English as a Foreign Language. In addition to being an MYP coordinator, Rachel also teaches English Language and Literature MYP and DP, and Theory of Knowledge. She is interested in supporting our students' capacity as learners and global citizens. 

Katy McBain, Coordinator of Learning Support

Inclusion comes to life in the beliefs that a community holds about every single member and their right to fully belong. The Learning Support team is dedicated to take inclusiveness at DIS to new heights. We believe that all learners, regardless of their faith, ethnicity, sexual orientation, age, gender, or (dis)ability have a right to thrive in a learning environment that is emotionally safe and honors their uniqueness and strengths. Diversity makes our community stronger!

Who Do We Support?

• We prioritize our time and resources to target the needs of students who have been diagnosed with learning disabilities, developmental disorders, or health impairments that affect their ability to access our curriculum. With few exceptions, students with an Individualized Learning Plan have a diagnosis or have been referred for a psycho-educational assessment.

• We partner with families to identify and support students with signs of cognitive challenges. 

• We are supporting recommended Grade 10 students to build their academic and ATL skills in preparation for Grade 11.

• We offer short term supports for students who need direct instruction in German Literacy Skills, Social Skills, and Self-Regulation Strategies in order to fully access the MYP curriculum.

Our Committments 

INDEPENDENCE: Learners need self-management skills to thrive , and we will create individual learning plans that contribute to their self-sufficiency.

EMPOWERMENT: Learners gain agency when they advocate for themselves. We will teach age appropriate self advocacy skills while respecting the confidentiality rights of our students and families.

FULL ACCESS & TRANSPARENCY: Learners have the right to a non-restrictive environment. Support plans are designed to accommodate the needs of students and will not result in a simplification or reduction to the Middle Years Programme curriculum. If needed, a modified curriculum will be offered with parental consent and clearly stated in the Student Semester Report.

COLLABORATION: Learners benefit from a whole child approach to learning supports. We are committed to working together with families, teachers, professionals, and agencies to optimize the supports for our students.

Elizabeth McAdams, Secondary School Comprehensive Counsellor

At DIS we believe in a support system approach whereby we seek to promote student success by following best practices which empower students to discover, explore and achieve their potential as lifelong learners. As a counsellor I work in collaboration with students, staff and families to promote a positive school climate through the delivery of a holistic program which encourages and embraces the personal, social/emotional, academic and the future wellbeing of students.  

• Provide a safe, confidential counselling environment conducive to students sharing their needs and concerns, creating an atmosphere of trust and rapport with students

• Assist students in crisis, provide individual and small group counselling, make appropriate outside referrals and work with outside support services as needed

• Communicate effectively with families regarding concerns and suggestions

• Design and implement short-term interventions to support students in areas such as emotional regulation, social skill development, and conflict resolution

• Collaborate with DIS colleagues/advisors to support students 

• Collaborate within the student referral process, SSST to address students’ needs

• Report and, when assigned, manage Child Protection cases along with our support team

• Work to  improve communication and coping skills and promote optimal mental health of students

• Provide knowledge, skills, and opportunities to enable students to become empowered, make healthy choices, and self-advocate for their needs