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5.1 General 5.2 Counseling 5.3 English as an Additional Language 5.3.1 Philosophy 5.3.2 EAL in the PYP 5.3.3 EAL in the MYP/DP 5.4 Special Educational Needs (SEN) 5.4.1 Philosophy 5.4.2 Admission of Students with Special Needs 5.4.3 SEN Assessment and Enrolment 5.4.4 Learning Support 5.4.5 IB MYP and DP Special Provisions
5.1 General The Student Services Team (SST) is a professional team made up of the EAL Coordinator, the Special Educational Needs (SEN) Teacher, and the School Counselor. Any teacher or parent can bring forward concerns about a specific student. The team will work together to identify the problem or challenge and then create an IEP (individual education plan). The appropriate follow up will also be set in place. The SST will deal with concerns of challenged and gifted students, behavioural and social problems, language problems and general academic problems. The initial concern can be raised to any member of the team. Meetings regarding a specific student may include class teachers, parents and any other person needed. The IB Coordinators and Primary Head work closely with the Student Services Team. Once the SST has identified the problem and proposed an IEP the student may be required to meet with the team or other staff member, on a regular basis. 5.2 Counseling 5.2.1 Social and Emotional Counseling The role of the VIS Counselor is to provide social and emotional counseling to the secondary students. This can be initiated through student request, teacher request, and parental request or via the counselors’ observations. Clear procedures will be implemented to ensure that the communication occurs between appropriate parties. 5.2.2 College and Career Counseling The Counselor assists students (and their parents) who are applying to colleges and universities, with research guidelines, applications, letters and essays, admission requirements and financial assistance. The Counselor will also assist students who are planning to transfer to other schools. As part of the Personal and Social Education curriculum all students will be involved in a progressive careers programme. The VIS Counselor works specifically with Grade 9-12 to further add to this programme through events such as a Careers Fair. 5.3 EAL (English as an Additional Language) Cross referenced: VIS Language Policy at www.vislao.com 5.3.1 Philosophy At VIS nearly 70% of the students do not have English as a first language. This means that all teachers at VIS are language teachers. Therefore we strongly promote knowledge and practices based on Teaching ESL Students in Mainstream Classrooms (Dept of Education and Children’s Services, South Australia). All teachers must work together to support students who are receiving EAL instruction and to help them integrate successfully into the academic and social life of the school. EAL programmes at VIS aim to ensure that all students develop the level of proficiency in English required for success at school, while taking into account that students` linguistic and cultural backgrounds need to be developed equally with this knowledge of English. We also encourage students to keep up fluency and improve literacy in their mother tongue. Literacy in the mother tongue has a “cross-over” effect in improving literacy in English. Not keeping up literacy in your mother tongue may lead to slower progress in English, and poorer results. This view is based on worldwide research. 5.3.2 EAL in the PYP The principal goal of the EAL programme is for students in Grade 1 and above to acquire sufficient competence in English to succeed in their studies at levels comparable to those of their non-EAL peers. The programme therefore provides essential support to students from non-English-speaking backgrounds. For primary students there is no minimum English language requirement for enrolment. Potential EAL students are assessed during their first week in school, after which the EAL teacher, in conjunction with the homeroom teacher and the EAL coordinator, schedules language support that will best benefit the student. EAL support may be conducted individually or in small groups in the classrooms, and in the EAL room. This support is given at different levels and in different ways. The EAL teacher will also provide English Enrichment during Foreign Language lessons, where students can consolidate what they have learned in EAL and mainstream classes, through communicative activities, language games and novel studies. 5.3.3 EAL in the MYP / DP In order to be enrolled at VIS, secondary EAL students must have already attained at least an Intermediate Level in English language proficiency. Students attend grade 6, grades 7 & 8 or grades 9 & 10 EAL classes which are grouped during the Language B (Foreign Language) block. These EAL classes use the content of the curriculum, particularly the Humanities and Science curricula, as the vehicle through which students develop their social and academic English language knowledge and skills. The “nuts and bolts” of grammar and emphasis on academic writing also play an important role in the development of these skills. Assessment is formative and students will receive the following grades: P (progressing) or U (unsatisfactory). i) PIE: In selected cases students in grades 6 – 8 can be enrolled in the Programme for Intensive English (PIE). The enrolment of a student in this programme will be decided by the Student Services Team (EAL and SEN Coordinators) and the Director. Students` enrolment will be reviewed quarterly. Students in this programme may be integrated slowly into mainstream classes if deemed beneficial. This is a fee paying course. ii) In-class/teacher support: There is provision in the EAL schedule for in class/teacher support. This support will be based on identified needs throughout 2009 – 2010. Liaison between teachers and the EAL department is essential to ensure the best support for students. iii) Student drop-in: There are many students at the school who would benefit from some language help from time to time. Please encourage your child to make use of the Drop-In times available. 5.4 SEN Cross referenced: VIS SEN and Learning Support Policy and Procedures; 2009 at www.vislao.com 5.4.1 Philosophy Our school aims to promote a respect for uniqueness and the worth of human individuality and diversity. Our goal as international educators is to value difference and accommodate our wide-ranging community. We believe that through skilled and sensitive teaching, appropriate resources and support in an inclusive environment, students can find their individual paths to success and fulfillment. 5.4.2 Admission of Students with Special Needs All students are interviewed and tested prior to enrolment. Should learning difficulties be identified, the situation is then discussed with the SEN Coordinator, other relevant staff and the Director. Former school records and test results will be required to give details of any previous learning support or clinical assessment. Parents will be consulted if a referral to Student Services is required. There may be some students whose academic and /or social needs are beyond the provision of the school. In such cases students will not be admitted, or only allowed to continue under clearly defined conditions, which will be subject to regular review. The final decision regarding placement rests with the Director. There are no local or national obligations on inclusion. The school recognizes the international obligations outline within the UNESCO Salamanca Statement (1994) and is gradually increasing its commitment to a wider inclusion of students, as demonstrated by the addition of a SEN Coordinator in 2007. 5.4.3 SEN Assessment and Enrolment At present, VIS is unable to accommodate the full range of students with disabilities. The school does not have the facilities to cater for non-ambulatory students. Early intervention is preferred, as academic expectations increase at secondary levels. To determine the enrolment of a student with special learning need, he/she is evaluated by the SEN Coordinator and relevant staff, in the following areas: § past school functioning and academic records § basic skills achievement levels § oral and written communication skills § current social and emotional functioning § previous specialists reports If special learning needs are identified, further psychometric assessment may be required to determine their ability and skills levels. An external educational psychologist report would then be necessary. The school may also request a statement of medical history, including any significant health, social and/or emotional needs, and information on additional services currently (or previously) provided. The SEN Coordinator will conduct diagnostic testing, further observations and/or interviews, and consult with the relevant staff and parents. The results will be discussed and enrolment considered. 5.4.4 Learning Support The IB believes ‘that all students should be allowed to learn and to demonstrate their ability under conditions that are as fair as possible. Some students will require different teaching and assessment arrangements due to special needs.’ Present special education needs at VIS include: § Specific learning difficulties § Mild language and communication disorders § Emotional and behavioural difficulties § Mild sensory impairments § Mild medical conditions § Mental health conditions § Gifted and talented. Continuous communication, collaboration and commitment are central to SEN support at VIS. The learning support team at VIS includes: § Special Education Needs Coordinator § PYP, MYP or DP Coordinators § School Counselor and parent(s) § Teachers and teaching assistants The primary years (PYP), middle years (MYP) and diploma (DP) programmes aim to be as flexible as possible in providing appropriate curriculum, teaching methods and resources for the wide range of capabilities, prior learning and different learning styles, demonstrated by our students. The SEN Coordinator works with teachers to develop specific teaching and learning strategies to accommodate individual student’s needs. The active participation of all key players (students, parents and teachers) determines the successful outcomes of programmes. In general, all students are integrated into mainstream classes and all teachers have a role to play in supporting with their learning. If a student is identified as requiring additional support, a school referral is required to request SEN coordinator involvement. Generally the SEN procedure is as follows: § Parents are informed by either the class teacher or the relevant Coordinator § Interviews, observations and/or testing § Negotiating and planning with key players § Determining goals and strategies § Implementation of the agreed plan/programme § Monitoring and regular feedback The level of support provided by the SEN Coordinator (e.g. consultation, in-class support and/or withdrawal) will be negotiated according to the best interest of the student and his/her teachers. When specific subject goals are deemed unsuitable for a student, an individual programme (IEP) will be designed. If staff, resources and space are available, a student may be exempt from class/subject(s) and have alternative activities, goals and assessment. The student’s progress will be monitored, their programme reviewed regularly and the results will be discussed with the student, his/her teacher(s) and the relevant school Coordinator and/or the school Counselor. Parents are seen as important partners and they will be consulted, kept informed and actively encouraged to support their child’s learning. It is the responsibility of the SEN Coordinator to keep confidential records, reports and/or documentation on file for each student receiving support. These are only available to select staff and parents. Our SEN teacher is qualified to conduct standardized and/or diagnostic literacy and numeracy testing at school. However, psychometric testing (IQ) is not available at present. The SEN Coordinator meets regularly with the PYP and MYP Coordinators to share information and plan. When a student who has received additional support leaves VIS, all relevant information and reports will be given to parent(s) or transferred to the receiving school, if requested. Ongoing professional development is encouraged to ensure the most current approaches to special education are adopted. 5.4.5 IB MYP and IB DP Special Provisions for Students with Special Learning Needs Cross referenced: IBO: SEN Coordinators Handbook, Appendix 1, D1.13; Special educational needs In the senior school, VIS is guided by the International Baccalaureate Organisation (IBO) document ‘Diploma Programme Candidates with Special Assessment Needs’ 3rd ed.2004. The IBO believes that all candidates should be allowed to demonstrate their ability under assessment conditions that are as fair as possible. Generally SEN students must complete all course requirements to receive MYP or DP record of achievement, certificate or diploma. ‘Students with diagnosed special educational needs are still expected to participate in courses in all subject groups to be eligible for the MYP certificate. In all such cases, the school is asked to provide documented evidence of the differentiated student(s) involved according to the aims and objectives of the course(s).’ (Appendix 1) Some students may be accredited with VIS Certificates or Diplomas, while others may complete some IB courses, according to their ability, and be exempted from others resulting in a combined accreditation for their study. The decisions regarding appropriate course selections and assessment will be negotiated with the individual student, parents and IB Coordinators.
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