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AISL Student Services Mission statement To support students through advocacy and skill development in the most inclusive environment. AISL Student Services Vision statement Through self-awareness and resilience students will reach their individual potential and navigate life’s challenges to thrive in society. |
AISL Inclusion Policy.
Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. (Learning Diversity in the International Baccalaureate Programmes, 2010:3) The American International School of Lusaka promotes a philosophy of inclusion. In accordance with the IBO philosophy of inclusion, AISL strives:
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AISL Student Services core beliefs and values
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If you would like more detailed information about any of the services please see the Student Support Services Department Handbook.
Response to Intervention Model (RTI)
In order to formalize the delivery of Student Services programming, AISL has adopted the Response-to-Intervention Model (RTI). Implementing this model requires collaboration between classroom teachers and learning support teachers and a strong partnership with parents. Below is a brief description of the model.
Tier 1
All students in Tier 1 receive high quality, scientifically based instruction, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support.
Tier 2
In Tier 2, students not making adequate progress in the core curriculum are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Tier 2 has three characteristics that distinguish it from core instruction: 1) it is evidence-based, 2) it consists of small-group instruction, and 3) it involves a clearly articulated intervention implemented with fidelity. According to this definition, Tier 2 is meant to provide a limited (less than 20 weeks), but targeted, support system for students who struggle to meet grade-level performance standards. The goal of Tier 2 is to remediate academic skill deficits with the idea that in doing so, students will be successful in the Tier 1 program without support.
Tier 3
At this level, students receive individualized, intensive interventions that target the students' skill deficits for the remediation of existing problems and the prevention of more severe problems.
In order to formalize the delivery of Student Services programming, AISL has adopted the Response-to-Intervention Model (RTI). Implementing this model requires collaboration between classroom teachers and learning support teachers and a strong partnership with parents. Below is a brief description of the model.
Tier 1
All students in Tier 1 receive high quality, scientifically based instruction, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support.
Tier 2
In Tier 2, students not making adequate progress in the core curriculum are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Tier 2 has three characteristics that distinguish it from core instruction: 1) it is evidence-based, 2) it consists of small-group instruction, and 3) it involves a clearly articulated intervention implemented with fidelity. According to this definition, Tier 2 is meant to provide a limited (less than 20 weeks), but targeted, support system for students who struggle to meet grade-level performance standards. The goal of Tier 2 is to remediate academic skill deficits with the idea that in doing so, students will be successful in the Tier 1 program without support.
Tier 3
At this level, students receive individualized, intensive interventions that target the students' skill deficits for the remediation of existing problems and the prevention of more severe problems.
The SEN team has multiple focuses. First, is providing support to students who have been identified through a psychological/educational assessment and determined by a team that the student meets the criteria for SEN services. The criteria are:
Once a determination is made that a child needs SEN services either an Accommodation Plan or an Individualized Education Plan (IEP) is written and approved by the parents. The information from either of these documents is then written in a “Student Summary” and shared with all the student’s teachers to make them aware of the educational needs.
Based on research, the SEN staff uses a push-in model which means that support is given in the classroom. This approach coincides with the Least Restrictive Environment philosophy. At times, the SEN staff will make a determination that the student needs intensive instruction on a particular skill or knowledge base. The SEN teacher will meet with the student separately during class time to provide targeted support so that the student can return to class and have success in the regular classroom. This is usually short term.
A second focus is to support classroom teachers on developing differentiated teaching strategies.
A third focus is to communicate to parents, student progress and strategies that can be used at home to reinforce identified student goals.
- Must meet the criteria for a specific disability
- Needs specially designed instruction to access the general education program
- Is not making effective progress in the general curriculum
- IDEA (Individuals with Disabilities Education Act) guidelines
Once a determination is made that a child needs SEN services either an Accommodation Plan or an Individualized Education Plan (IEP) is written and approved by the parents. The information from either of these documents is then written in a “Student Summary” and shared with all the student’s teachers to make them aware of the educational needs.
Based on research, the SEN staff uses a push-in model which means that support is given in the classroom. This approach coincides with the Least Restrictive Environment philosophy. At times, the SEN staff will make a determination that the student needs intensive instruction on a particular skill or knowledge base. The SEN teacher will meet with the student separately during class time to provide targeted support so that the student can return to class and have success in the regular classroom. This is usually short term.
A second focus is to support classroom teachers on developing differentiated teaching strategies.
A third focus is to communicate to parents, student progress and strategies that can be used at home to reinforce identified student goals.
The counseling department aims to foster healthy self-esteem and self-awareness, as well as a sense of responsibility to self and others.
The mission of AISL’s counseling program is to facilitate each student’s personal, social, academic and career development through the delivery of a comprehensive and developmental approach to guidance activities and personal counseling. This is a collaborative effort between the home, school and community aimed at fostering in students: personal responsibility, emotional intelligence, and flexibility in an ever-changing world as they work towards becoming confident, well-adjusted, and culturally sensitive global citizens.
The mission of AISL’s counseling program is to facilitate each student’s personal, social, academic and career development through the delivery of a comprehensive and developmental approach to guidance activities and personal counseling. This is a collaborative effort between the home, school and community aimed at fostering in students: personal responsibility, emotional intelligence, and flexibility in an ever-changing world as they work towards becoming confident, well-adjusted, and culturally sensitive global citizens.
What is Differentiated Instruction?
“Differentiation refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment” (Abbott, 2014). When teachers differentiate their instruction, they tailor curricular content and teaching methods to match each student’s individual needs, whether the student needs learning support, is solidly keeping pace with the curriculum or is seeking to go beyond. The supportive and flexible learning environment at AISL is perfect for the implementation of differentiation.
Goals of Differentiation
Classroom teachers’ efforts must be to challenge and support each individual student’s learning. Classroom teachers engage individuals and small groups using a variety of teaching strategies creating learning experiences that meet each child’s needs. The objective of differentiated instruction is to maximize each student's growth and individual success by meeting each student where he or she is rather than expecting students to modify themselves for the curriculum (Hall, 2002).
Teaching and Learning Coaches Role
The role of Teaching and Learning Coaches is to support teachers in instructional planning and the implementation of differentiated teaching and learning through collaborative meetings in grade levels and departments. Coaches also work directly with students for up to three 6 week sessions that specifically target teacher concerns in either/or math and language arts. Assessment data is used to establish a baseline and measure student progress.
“Differentiation refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment” (Abbott, 2014). When teachers differentiate their instruction, they tailor curricular content and teaching methods to match each student’s individual needs, whether the student needs learning support, is solidly keeping pace with the curriculum or is seeking to go beyond. The supportive and flexible learning environment at AISL is perfect for the implementation of differentiation.
Goals of Differentiation
Classroom teachers’ efforts must be to challenge and support each individual student’s learning. Classroom teachers engage individuals and small groups using a variety of teaching strategies creating learning experiences that meet each child’s needs. The objective of differentiated instruction is to maximize each student's growth and individual success by meeting each student where he or she is rather than expecting students to modify themselves for the curriculum (Hall, 2002).
Teaching and Learning Coaches Role
The role of Teaching and Learning Coaches is to support teachers in instructional planning and the implementation of differentiated teaching and learning through collaborative meetings in grade levels and departments. Coaches also work directly with students for up to three 6 week sessions that specifically target teacher concerns in either/or math and language arts. Assessment data is used to establish a baseline and measure student progress.
English is the language of instruction at AIS Lusaka, so developing competence in the English language is crucial to students’ success in all sections of the school. The EAL program is designed to address the needs of students from non-English speaking backgrounds who are still in the process of developing interpersonal and academic English language skills. The goal of the program is to equip students with the English language skills necessary to operate independently within the general classroom at a level that reflects their age and ability.
EAL students receive support and specialized instruction in English language acquisition from qualified EAL staff on a regular basis. They also receive differentiated support within their grade level and subject area classes from their teachers, including EAL staff. This service model is consistent in both the Primary and Secondary Schools.
EAL students receive support and specialized instruction in English language acquisition from qualified EAL staff on a regular basis. They also receive differentiated support within their grade level and subject area classes from their teachers, including EAL staff. This service model is consistent in both the Primary and Secondary Schools.
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Below are the other elements that we MAY want to incorporate (the counseling section was a lot more detailed below for example)
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At AISL, we believe that valuable learning takes place beyond the four walls of an academic classroom. Consequently, AISL offers a robust extra-curricular program consisting of a range of activities that fall under Creativity (Arts and Technology), Action (Sport and Health and Wellness), and Service (Community Service). The program also consists of a range of study trips, on-campus activities, and assemblies where students have an opportunity to explore and learn about Zambia.
Our students have an opportunity to develop and apply skills in leadership, teamwork, independent learning, and creative problem solving when participating in the range of activities on offer. Service and action becomes part of the lives of our students as they develop an understanding what it mean to give back to their school and to the local community. |
The AISL Student Services Department is committed to proactively advocate for and support the diverse needs of our students and community. We achieve this through an inclusive, collaborative approach grounded in current evidence-based practice that ensures access for all.
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AISL supports the implementation of an inclusion model; consequently, services are aligned as much as possible within the student’s general classroom environment.
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AISL student services consists of the following:
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