LEARNING SUPPORT

• Identification Process: class observation by teachers and/or Student Support team; report from parents; report from class teachers and/or subject teachers.

• Scheduled observation and individual counselling: conducted by the students support team with the student.

• Scheduled parent and/ or teachers meeting: conducted by the student support team. Professional diagnosis might be requested at this stage.

• Support identification: the process of identifying and specifying support on an Individualised Educational Plan (IEP) or Individualised Learning Support (ILS) plan. The IEP can only be made after a professional diagnosis is given, however students without a professional diagnosis can still receive support via the ILS.

• Review process: regular assessment and monitoring

• Update and Adjustment of support: conducted by the student support team and might require further meeting with parents, teachers and/or principals.

🟡 Tier 1 – Universal or primary – Majority of students (90%)

In Tier 1, homeroom teachers implement diverse differentiation strategies, monitor progress through formative assessments, and offer timely feedback. They collaborate with the SST, seeking advice and support, and participate in regular meetings to discuss student progress and share effective practices.

🟠 Tier 2 – Secondary – Small groups of students (10%)

Some students need a little extra assistance in meeting academic and behavioural goals, and it is in Tier 2 that these individuals receive that help. Often these interventions and supports are delivered in small group settings, such as reading groups. This targeted support allows students to work toward catching up with their peers.

🔴 Tier 3 – Tertiary – Individual students (< 10%)

In Tier 3, the Student Support Team (SST) focuses on intensive support for individual students. They develop and implement IEP/ ILS, conduct regular reviews, organize follow-up meetings with parents and students, and adjust interventions as necessary. Homeroom Teachers collaborate closely with the SST, implementing strategies outlined in the IEP/ILS. They provide ongoing feedback, support student access to resources, and actively contribute insights on student progress during IEP/ILS follow-up meetings.

The purpose of MTSS is to create a structured approach to identify and support students at various levels of need. This system allows for:

1. Recognizing and addressing academic and behavioral challenges at the earliest stages.

2. Providing differentiated support based on the intensity of student needs.

3. Utilizing data to inform instruction and interventions, ensuring that decisions are based on student performance and progress.

4. Encouraging a collaborative approach among educators, support staff, and families to support student success.

5. Ensuring that all students have access to the resources and support they need to thrive.

• Conduct a comprehensive range of observations to accurately identify students' needs across academic, behavioral, and socio-emotional domains, enabling tailored support.

• Develop and implement targeted interventions specifically designed to address the individual needs of student support register, ensuring alignment with their unique challenges and strengths.

• Continuously monitor the progress of student support register, regularly reviewing intervention effectiveness, and making adjustments as required to optimize outcomes.

• Foster collaborative relationships with teachers, parents, and stakeholders, creating a unified support network focused on the holistic well-being and academic success of the students.

• Provide professional development sessions and resources to empower teachers with effective differentiation strategies, benefiting students across all tiers of support.

• Deliver engaging and differentiated instruction tailored to meet the diverse needs of students across all tiers of support, fostering an inclusive learning environment conducive to growth and achievement.

• Employ various assessment methods to identify students who may require additional support, promptly implementing Tier 2 and Tier 3 interventions as necessary to address emerging needs.

• Collaborate closely with the Student Support Team to develop and implement effective strategies for Tier 2 and Tier 3 students, ensuring a cohesive and coordinated approach to intervention.

• Regularly assess student progress, offering constructive feedback, and adjusting instructional strategies to optimize learning outcomes for all students.

• Maintain transparent communication channels with parents and the Student Support Team, facilitating ongoing dialogue and collaboration to support student progress and address any concerns promptly.

• Articulate a clear vision and direction for the successful implementation of the MTSS framework within the school community, fostering a shared understanding of goals and expectations.

• Allocate resources effectively, ensuring sufficient staffing, materials, and support structures are in place to facilitate the seamless operation of the MTSS framework.

• Prioritize ongoing professional development opportunities for teachers and support staff, equipping them with the knowledge and skills necessary to deliver high-quality interventions and support services.

• Provide oversight and guidance, regularly evaluating the effectiveness of the MTSS framework in meeting the diverse needs of students and making informed adjustments as needed.

• Develop and enforce policies and procedures that promote the successful implementation of the MTSS framework, ensuring alignment with educational standards and regulations while prioritizing student well-being and academic success.

• Collaborate actively with teachers and the Student Support Team to gain insights into their child's needs and actively participate in decision-making processes regarding interventions and support strategies.

• Reinforce and extend learning and behavioral strategies implemented at school within the home environment, promoting continuity and consistency in support.

• Maintain open lines of communication with teachers and the Student Support Team, sharing observations and concerns regarding their child's progress and well-being.

• Work collaboratively with educators to develop and implement strategies that support their child's academic, behavioral, and socio-emotional growth, ensuring alignment between home and school environments.

• Advocate effectively for their child's needs within the school community, ensuring that their child receives the necessary support and resources to thrive academically and socially.

The Individual Education Plan (IEP) is a document that identifies the learning needs of the student and contains specific targets, strategies and timelines to be implemented to address and support a student’s unique learning needs, along with a

description of the role of school staff, the student and parents in the implementation of the IEP. In the Diploma Programme, students with IEP are eligible to be recommended for the IB exam special arrangements. Key points to remember:

• An IEP will be given to a student if they have shown significant cognitive, social and emotional developmental delay and/or if they have been diagnosed with having a learning challenge(s) by a psychologist or other specialist.

• An IEP can be short-term or long-term, depending on the nature of the student’s needs. A student who has an identified learning challenge or other permanent condition may need a long-term plan with specific levels of modification.

• Specific targets for the student will be developed collaboratively by teachers and learning support teams and shared with parents. It is a collaboration between parents, teachers and the student.

• Once the IEP is implemented, teachers are responsible for monitoring the student’s progress towards the targets set, keeping progress records and for reporting back to a relevant learning support team on that progress.

• The IEP must be reviewed at least once a semester to determine whether targets can be met, have been met or need to be revised.

• IEP follow up meetings will be organised by the Learning Support team with parents and students to discuss progress and any next steps that are considered necessary.

• For a student with additional needs who is not diagnosed by a psychologist or other specialist, an Individual Learning Support (ILS) could be provided in high school. This will not make them eligible for the exam special arrangement recommendation.