Learning Support/ Extension
Learning support will be introduced when students demonstrate that they are not meeting or if they are exceeding the overall expectations of the language or numeracy scope and sequence documents for their appropriate chronological age. Students may also receive support if they exhibit a need in Speech, Behaviour Management, Fine-and Gross Motor Skills or any support related to a diagnosed condition.
The referral process starts with the general February assessments. All students are screened by the year level classroom teacher and Learning Support Case Manager. All students are mapped in Tiers on the ISS Differentiation Surfboards for Reading, Writing, Spelling and Mathematics. This determines the kind of assistance a student will receive. In collaboration, case managers and classroom teachers refer students for moderate or intensive support if a student shows difficulties across the board and is recommended for further specialists testing either in Fiji or overseas.
The referral process starts with the general February assessments. All students are screened by the year level classroom teacher and Learning Support Case Manager. All students are mapped in Tiers on the ISS Differentiation Surfboards for Reading, Writing, Spelling and Mathematics. This determines the kind of assistance a student will receive. In collaboration, case managers and classroom teachers refer students for moderate or intensive support if a student shows difficulties across the board and is recommended for further specialists testing either in Fiji or overseas.
Differentiated Instruction
Differentiation is a way of teaching and availing all students with the opportunity to access the PYP curriculum.
If a child is identified as Tier 1 on the differentiation surfboard, the class teacher will provide differentiation of classroom work and homework in consultation with the case manager and teacher assistant. Some in class support will be provided when necessary.
If a student is considered to be Tier 2, the classroom teacher will collaborate with the case manager to write an Individual Learning Plan (ILP) setting out goals for a student to attain, either academic, behaviour, speech or skill based goals as appropriate. The ILP will be discussed with parents. The case manager will co-teach the class, focusing on Tier 2 students and their individual needs. Specialist assessment will be recommended.
When a student is identified as Tier 3, the class teacher works with the case manager and the personal coach to write an ILP and meet with parents. The curriculum is modified according to the students needs and the personal coach will provide skill based classes according to need. The personal coach will also assist the student with the daily routines in the classroom. Specialist assessments will be part of the program.
Differentiation is a way of teaching and availing all students with the opportunity to access the PYP curriculum.
If a child is identified as Tier 1 on the differentiation surfboard, the class teacher will provide differentiation of classroom work and homework in consultation with the case manager and teacher assistant. Some in class support will be provided when necessary.
If a student is considered to be Tier 2, the classroom teacher will collaborate with the case manager to write an Individual Learning Plan (ILP) setting out goals for a student to attain, either academic, behaviour, speech or skill based goals as appropriate. The ILP will be discussed with parents. The case manager will co-teach the class, focusing on Tier 2 students and their individual needs. Specialist assessment will be recommended.
When a student is identified as Tier 3, the class teacher works with the case manager and the personal coach to write an ILP and meet with parents. The curriculum is modified according to the students needs and the personal coach will provide skill based classes according to need. The personal coach will also assist the student with the daily routines in the classroom. Specialist assessments will be part of the program.
To, With and By (Guided, Shared and Independent Learning)
This model builds upon a range of existing school resources and learning practices and provides a language to describe teaching and learning across a whole school community.
TO (red light) I do! Model habits and strategies to students.
WITH (amber light) We do! Conduct regular guided instruction to teach the strategies with students
BY (green light) You do! Provide time for independent practice by the student.
This model builds upon a range of existing school resources and learning practices and provides a language to describe teaching and learning across a whole school community.
TO (red light) I do! Model habits and strategies to students.
WITH (amber light) We do! Conduct regular guided instruction to teach the strategies with students
BY (green light) You do! Provide time for independent practice by the student.