At ISU we utilize a multi-tiered framework that is based on the premise that support for students is provided early, monitored systematically, and adjusted intentionally to respond to the individual learner’s needs. Embracing our spirit of inclusion, we facilitate differentiated instruction giving students varied opportunities to access the curriculum. We offer support to learners to access the curriculum and support to learners to enrich and extend students learning experiences. When students require more than differentiated support in the classroom, a program of learning support is provided by trained professionals to meet the student’s individual needs through an Individualized Learning Plan (ILP).
Our multi-tiered system of support and collaborative partnerships enables the delivery of high quality evidenced based instruction, intervention and assessment practices. Effective inclusion of diverse learners requires authentic and strong collaborative partnerships and that co-planning, co-teaching and co-assessing are fundamental components in the provision of services. At ISU we utilize a mix approach of both push in and pull out support services, as individually determined.
At ISU we recognize and value the uniqueness of every child and believe that children learn in different ways and at different paces. We embrace a culture of inclusion that is founded on a personalised approach that successfully meets the diverse needs of all students. We aim to provide students access to high quality evidenced-based instruction, intervention and assessment practices’ to ensure that every student is appropriately challenged, supported and successful.
Inclusion is both a mindset and a continuing process that embraces a vigorous commitment to valuing, respecting, empowering and supporting all students in the pursuit of individual excellence. We acknowledge that differentiated instructional practices and individualized learning are complicated and a highly demanding process.
At ISU the EAL program reflects the belief that an inclusive school culture that provides accessibility to learning to all students is the primary contributing factor to student success. It furthermore supports that “all teachers are language teachers” (IBO Learning and Teaching), who share the responsibility to deliver a rigorous curriculum that gives students the opportunities to learn language, learn about language and learn through language. ISU supports full inclusion of EAL students in the mainstream classroom and creates pathways for success through the use of best-practise scaffolding and the differentiation of core instruction that builds upon students’ strengths and assets.
The EAL department supports English language learners from Grades 1 through to Grade 12. In Grades 1-5, EAL students are predominantly immersed in the regular classroom with all teachers sharing the responsibility for the success of EAL students. In the secondary school, students are supported in the EAL class and through differentiated instruction from the single subject teachers. The amount and type of support is determined by a number of factors including assessment scores and recommendations of the EAL and grade level teachers.
To support the admissions process and placement, data on the learning needs and readiness of each student is collected. This includes EAL. This ensures detailed information about students when they are admitted to the school. A student's proficiency in English is one of many factors considered in the admissions process in addition to what level of support we anticipate a student might need.
The school counselor plays numerous roles within the school to ensure that students' academic and social emotional needs are being met. The school counselor conducts individual, group, or family counseling services and provides workshops to both parents and faculty. In addition, the school counselor is responsible for overseeing the pastoral care program across the school. The counselor is the liaison between the school and home.
At ISU, we know that when students' social and emotional needs are supported, academic achievement rises. The aim of counseling is to facilitate and encourage student achievement by:
- Strengthening student-teacher relationships
- Understanding and developing a positive self image
- Implementing effective problem solving and decision making skills
- Resolving conflicts through communication
- Building resiliency
- Increasing self-awareness and impact on others
- Developing effective study strategies
- Setting realistic goals