STUDENT SUPPORT SERVICES AT ISK: A PARENT GUIDE
Student Support Services at ISK: A Parent Guide Updated August 02, 2026 1
INTERNATIONAL SCHOOL OF KENYA
Our Commitment to Inclusion At the International School of Kenya (ISK), we believe students learn best when they feel safe, known, and valued as individuals. Guided by our Educational Aims and Inclusion Policy, we nurture both the academic and personal growth of every learner so they can develop as reflective Self-Managers, creative Thinkers, effective Collaborators, confident Communicators, and compassionate Change-Makers. Our commitment to inclusion ensures that every student experiences belonging, wellbeing, access, and appropriate challenge within our learning community. By intentionally designing learning environments that anticipate and support diverse learners, we work to remove barriers so students can engage meaningfully, build independence, and grow into capable young people ready to navigate life and contribute to a better world. We recognize that fair is not always equal. Students may need different types or levels of support at different times. These supports are designed to help students thrive within our inclusive learning environment while developing the skills, confidence, and self-awareness needed for success both in school and beyond.
🌍The value of Multilingualism at ISK Language is a key part of identity, culture, and connection. Many ISK students are multilingual, and this diversity is valued and honored through classroom instructor. Multilingualism is seen as a strength that enriches learning for all students.
Supporting all learners Support at ISK is a holistic approach which includes academic, social-emotional, behavioral and linguistic support for students from Pre-K through Grade 12. Support delivery is collaborative, proactive and responsive. Support is not a place—it is a service. Most support happens within classrooms through strong teaching, differentiation, and inclusive practices. The Student Support Services team works in close partnership with students, families, teachers, and external professionals ISK uses: • Universal Design for Learning (UDL) – planning lessons that offer multiple ways to access, engage with, and show learning • Multi-Tiered System of Support (MTSS) – an evidence-based framework which includes a datainformed continuum of support that adjusts as student needs change Our teaching approach, Universal Design for Learning (UDL), builds on research in brain science, learning psychology and education to engage the three core learning networks of a students brain. This practical framework removes barriers and teaches skills from the start, providing your child with multiple opportunities to access and extend their learning.
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STUDENT SUPPORT SERVICES AT ISK: A PARENT GUIDE
Multi Tiered System of Support (MTSS) at ISK: Unlocking Every Student’s Superpowers At ISK, we think of MTSS as helping students discover and strengthen their superpowers. Every student has unique strengths—and sometimes they need the right tools to fully activate them.
🦸 Core Powers (Tier 1: All Students) Every student receives: • Strong instruction • Inclusive classroom practices • Meaningful relationships This foundation allows students to thrive.
🏗️ Designed for All Learners from the Start These “Core Powers” are intentionally designed using Universal Design for Learning (UDL). Teachers plan learning so students can: • Access information in different ways • Engage in ways that work for them • Show understanding in different ways This ensures students succeed from the start and learning is accessible and inclusive.
⚡ Power Boosts (Tier 2: Some Students) Some students benefit from short-term, targeted support such as: • Adjustments within the classroom environment • Small-group instruction • Targeted skill-building These supports help strengthen skills and quickly address any learning gaps.
🛠️ Specialized Gear (Tier 3: Few
What Makes ISK’s Approach Effective
Students)
A small number of students need more individualized and sustained support, including: • Individualized plans • Targeted interventions • Intensive support structures These supports are tools—not labels, designed to build independence and confidence.
Proactive, not reactive
Strengths-based
ISK Approach
Collaborative
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Flexible and responsive
INTERNATIONAL SCHOOL OF KENYA
How MTSS Compares 🏫 Schools that don’t use MTSS
🌟 MTSS at ISK
Approach
Same instruction for all
Designed for all learners from the start
When Support Happens
After a student struggles
Early and proactive
Who Gets Support
Only students who fall behind
All students, as needed
Type of Support
Reactive and limited
Flexible and responsive
Student Experience
Catching up
Inclusive and normalized
Flexibility
Low
High—students move in and out
Focus
Meeting expectations
Building strengths and independence
Inclusion
Not always intentional
Intentional and meaningful
Goal
Keep up with learning
Help every student thrive
Why This Benefits All Students When a school helps students recognize and develop their strengths: • Asking for help becomes normal • Differences are respected • Barriers are addressed early • Confidence and independence grow MTSS ensures that every student receives the right support at the right time—so they can discover, develop, and confidently use their own unique superpowers.
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STUDENT SUPPORT SERVICES AT ISK: A PARENT GUIDE
Supporting the Whole Child At ISK, academic, social-emotional, and behavioral development are deeply connected. Supporting all three ensures students can engage fully in learning and build independence over time. 🦸♂️ Tier 1: Core Powers (All Students) 📚 Academic
• • •
đź’› SocialEmotional
• • •
🔄 Behavior
• • • •
Differentiated instruction Flexible ways to access and show learning Clear routines and expectations
⚡ Tier 2: Power Boosts (Some Students) •
🛠️ Tier 3: Specialized Gear (Few Students)
Small-group academic support Targeted skill-building Adjusted tasks and scaffolds
•
Explicit teaching of • social-emotional skills Strong relationships • with teachers • Building confidence and belonging
Small-group social skills Counselor check-ins Support with friendships and emotions
•
• Clear expectations and routines Positive reinforcement • Proactive classroom • strategies Restorative practices
Targeted behavior coaching Check-ins with a trusted adult Adjustments to routines
•
• •
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• •
• •
• •
Individualized learning plans Intensive instruction Ongoing monitoring and adjustments
Individualized socialemotional goals Intensive counseling or support plans Regular monitoring
Individualized behavior plans Functional Behavior Assessment (FBA) Behavior Support Plan (BSP)
INTERNATIONAL SCHOOL OF KENYA ISK’SPrevention MULTI-TIERED PREVENTION SYSTEM How the Multilevel System Process Works
Initial Data-Based Concern from ISK Team, Student or Parent
Admissions Concern (Flagged in File)
Student Talk
Tier 1
Consistent Strategy Implementation (Data Review in 4-6 weeks)
Monitor (Might need support)
Quarterly Data Review (Built in Student Talk)
Expected Progress? Yes
No
Active (Concerns present)
Continue Strategies in Classroom
Inactive (Concerns no longer present)
Student Study Team (SST) Meeting
Implementation of Intervention. (Data Review in 4-6 weeks)
Tier 2
Expected Progress? Yes
No SSS Team Support*
Student Study Team (SST) Meeting
Continue interventions or Strategies in Classroom
Increase frequency and duration of intervention
Yes
Recommendation for Assessment, External Provider and/or SSS Support
Change intervention (Tier 2 or 3)
Expected Progress? No Student Study Team (SST) Meeting
Tier 3
Increase frequency and duration of intervention
Recommendation for Assessment, External Provider and/or SSS Support
Change intervention (Tier 2 or 3)
Yes Expected Progress?
Within ISK’s MTSS framework is a multilevel prevention system designed to ensure students receive the right level of support at the right time. Support is provided based on student need and response to intervention, rather than waiting for a diagnosis or formal assessment.
No
*Students with Student Support Services (SSS) support receive various tiers of MTSS interventions in different areas(i.e. math, reading, SEL). When concerns arise about students with SSS support, they are brought to an SST meeting.
Accommodations Within MTSS Accommodations are considered as part of the support process when students need additional access to learning.
Important Distinction Internal School Accommodations Many accommodations can be provided through school-based supports and SST processes without requiring updated evaluations.
Most school-based supports and interventions do not require a medical diagnosis or psychoeducational evaluation. Instead, teams use classroom data, observations, and progress monitoring to determine the appropriate level of support for each student.
External Exam Accommodations (High School) Formal documentation may be required for: • IB exam accommodations • College Board accommodations (PSAT/SAT/AP) for students planning to study in the US only.
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STUDENT SUPPORT SERVICES AT ISK: A PARENT GUIDE
The Social Discipline Window: Working With Students
🧠Behavior Support at ISK
ISK uses a restorative approach that focuses on working with students:
At ISK, behavior is understood as part of a student’s development—not something separate from learning. We recognize that behavior is a form of communication. It often reflects a student’s needs, skills, emotions, or ability to navigate a situation. Rather than simply reacting to behavior, we focus on understanding what the behavior is telling us and teaching students the skills they need to succeed.
Our Approach
Our approach focuses on: • Teaching skills, not just managing behavior • Building strong, trusting relationships • Creating predictable and supportive environments • Using restorative and supportive approaches to guide learning and repair relationships • Helping students develop self-regulation and problem-solving skills
We aim for high expectations + high support, helping students take responsibility and repair relationships. Restorative approaches do include consequences, but they are purposeful, directly connected to the behavior, and designed to promote learning, accountability, and growth rather than punishment.
When Additional Support is Needed In some cases, a student’s needs may go beyond what can be supported within the school’s regular structures. When this happens, ISK may recommend consultation with an external behavior specialist, often a Board Certified Behavior Analyst (BCBA). This process may include: • Observations at school • Collaboration with teachers and the Student Support Services team • A Functional Behavior Assessment (FBA) to better understand the purpose of behaviors • A Behavior Support Plan (BSP) outlining proactive strategies and skill-building approaches • Short-term support from a 1:1 supervised behavior technician to ensure strategies are implemented consistently
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INTERNATIONAL SCHOOL OF KENYA
🗣️ English Language Learning Support at ISK At ISK, multilingualism is understood as an asset and an important part of a student’s identity, learning, and development. We recognize that students develop language while they are learning—not before learning can begin. A student’s English language proficiency is not a reflection of their intelligence, potential, or understanding. Rather than seeing language differences as barriers, we focus on creating access to learning while intentionally developing the academic and social language students need to participate, connect, and thrive.
Our Approach Our approach focuses on: • Valuing and building on students’ home languages, cultures, and experiences • Providing access to grade-level learning while students develop English proficiency • Teaching academic language explicitly within meaningful learning contexts • Using scaffolds, visuals, modeling, and multiple ways for students to demonstrate understanding • Creating language-rich classrooms where students have frequent opportunities to listen, speak, read, and write • Supporting students to use their full linguistic repertoire as a resource for learning • Collaborating between classroom teachers, English Language Learning specialists, and families • Gradually reducing language supports as students develop greater independence and proficiency
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STUDENT SUPPORT SERVICES AT ISK: A PARENT GUIDE
What Makes ISK Unique ISK has a robust Student Support Services team of over 40 professionals supporting:
Learning Support (LS)
English Language Learning (ELL)
Life-Centered Education (LCE)
Counseling
Health Services This team works collaboratively to support students academically, linguistically, socially, emotionally, and physically.
Programs & Services English Language Learning (ELL)
Supports students developing academic English through: • Small-group instruction (sometimes in the form of an ELL class) • Co-teaching and in-class support • Immersion in grade-level classrooms Progress is monitored using WIDA tools. Support decreases as proficiency increases.
Counseling
Supports student wellbeing through: • Social Emotional Learning (SEL) curriculum planning • Individual check-ins and short-term counseling • Small group counseling focused on social-emotional skill development • Transition support • Parent resources and workshops • Course selection and academic counseling • University and post-secondary counseling
Learning Support
Supports students who need additional access to the curriculum through: • Individualized Education Plan (IEP) or Student Profiles • Small-group targeted specialized instruction (sometimes in the form of a learning support class) • In-class support and accommodations
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INTERNATIONAL SCHOOL OF KENYA
Life-Centered Education (LCE)
Supports students requiring highly individualized programming through: • Individualized Education Plan (IEP) goals • Modified and vocational curriculum as needed • Specialized instruction • Inclusion opportunities • Life skills and independence focus
Health Services
Supports students by providing: • First aid and care for illness and injury • Medication administration (as per school policy) • Health care plans and guidance for students with significant/ specific health needs • Communication with parents when a student is unwell • Coordination with SSS team to support student wellbeing and access to learning
External Provider Services
ISK partners with external specialists such as Occupational Therapists (OT), Speech & Language Pathologists (SLP), psychologists and Board Certified Behavior Analysists (BCBA) • Services may be embedded during the school day • Referrals and coordination are supported • Costs are paid directly to providers
Every Learner Belongs At ISK, inclusion is not a program—it is a shared commitment. Through flexible pathways, collaboration, and a strengths-based approach, we ensure every student feels seen, supported, and challenged.
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STUDENT SUPPORT SERVICES AT ISK: A PARENT GUIDE
Partnering With Families Families are essential partners in supporting student growth, wellbeing, and success at ISK. Strong collaboration between home and school helps ensure that students experience consistency, feel understood, and receive the support they need to thrive academically, socially, and emotionally. Parents/guardians and caregivers play an important role by: • sharing relevant educational, developmental, medical, and therapeutic information • communicating openly about their child’s strengths, needs, and experiences • participating actively in meetings, planning discussions, and goal-setting processes • supporting agreed-upon strategies and interventions at home when appropriate • maintaining regular communication with the school team • partnering with the school to address concerns proactively and collaboratively As students grow older, ISK also values the importance of developing student voice, selfadvocacy, and independence as part of the partnership process.
Admissions & Responsible Inclusion ISK is committed to inclusive education and to providing high-quality support for students with diverse learning profiles. We believe that inclusion is most effective when students receive the level of support, expertise, and individualized attention needed to meaningfully access learning and participate successfully within the school community. For this reason, ISK practices responsible inclusion, enrolling students whose needs can be appropriately supported within the school’s available resources, staffing, programming, and service models. As a result, our Learning Support (LS) program has limited spaces available at each grade level, and our English Language Learning (ELL) program includes minimum English proficiency expectations in Middle School and High School to ensure students can successfully access the academic curriculum.
ISK is committed to transparent, respectful, and solution-oriented collaboration with families. We recognize that conversations related to learning, behavior, wellbeing, or support needs can sometimes be complex, and we approach these discussions with empathy, professionalism, and a shared focus on the student’s best interests.
To support thoughtful admissions and placement decisions, families are asked to: • share all relevant educational, psychological, medical, and therapeutic reports • fully disclose learning, behavioral, social-emotional, and support needs • communicate openly about current services, accommodations, and interventions Admissions and placement decisions are made collaboratively by the ISK Divisional Admissions Team with the student’s best interests at the center. This process helps ensure that students are placed in programs where they can be appropriately supported, successful, and meaningfully included within the ISK community.
Our goal is to build trusting partnerships that allow students to feel supported both at school and at home while fostering the skills, confidence, and independence needed for long-term success.
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INTERNATIONAL SCHOOL OF KENYA
Glossary A • Accommodations: Practical changes to how a student learns or takes a test (like extra time or a quiet seat) without changing what they are expected to learn.
B • BCBA (Board Certified Behavior Analyst): An expert who specializes in understanding why certain behaviors happen and creating plans to encourage positive habits. • Behavior Support Plan (BSP): A plan used by teachers and parents to help a student learn better ways to handle challenges and replace difficult behaviors with positive ones.
C • Case Manager: Your “point person.” This staff member coordinates all the communication, meetings, and paperwork for a student receiving support.
D • Differentiation: A responsive way of teaching where the teacher adjusts lessons based on what they notice students need. Often, after looking at student work or data, the teacher steps in to provide specific tools or different paths for certain individuals.
E • External Evaluation: A formal report from a professional outside of ISK (like a private psychologist or therapist). • External Provider: A specialist not employed by the school (such as a speech therapist or tutor) who works with a student.
F • FBA (Functional Behavior Assessment): A “deep dive” into a specific behavior to figure out what is triggering it and what the student is trying to communicate.
I • IEP (Individualized Education Plan): A formal “roadmap” document that lists a student’s specific goals, the services they receive, and the tools they need to succeed. • Inclusion: The philosophy that every child—regardless of their needs—belongs in our school community and should be challenged and supported alongside their peers. • Intervention: A specific, timed plan to help a student improve a certain skill, such as reading speed or staying organized.
M • Modification: A change to what a student is expected to learn. Unlike an accommodation, this actually adjusts the curriculum or the difficulty of the material. • MTSS (Multi-Tiered System of Support): An evidence-based approach to inclusion that ensures all students’ needs are met. • Multilevel Prevention System: The “layers” of the MTSS (see above) that make sure students get help early, before they fall behind.
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STUDENT SUPPORT SERVICES AT ISK: A PARENT GUIDE
O • Occupational Therapist (OT): A specialist who helps kids with physical skills (like handwriting), sensory needs, and staying focused.
P • Progress Monitoring: A way for teachers to keep track of a student’s growth using data, making sure that the help we are giving is actually working. • Psychoeducational Evaluation: A comprehensive assessment to understand how a student learns. It looks at cognitive strengths (like memory and problem-solving), academic skills (like reading and math), and social-emotional well-being to identify why a student might be struggling and how best to support them.
R • Restorative Practices: A mindset and set of tools used to build a strong, connected community. It focuses on proactively building positive relationships so that when conflict does happen, there is a foundation of trust to responsively repair harm, learn from mistakes, and promote accountability rather than just giving a punishment.
S • Self-Advocacy: Helping a student learn how to speak up for themselves and explain what they need to succeed. • Speech & Language Therapist (SLT): A specialist who helps students with speaking clearly, understanding language, and social communication. • SST (Student Study Team): A collaborative meeting that brings together all of a student’s teachers to proactively identify barriers to success. The team reviews concerns, monitors progress, and brainstorms targeted interventions to ensure the student has the right support to thrive before challenges grow. • Strategy: A tool or technique a teacher uses in the classroom—like a visual checklist—to help students stay on track. • Student Profile: A “cheat sheet” for teachers that summarizes a student’s strengths and the specific help they need, including documented accommodations. • Student Support Services (SSS): The umbrella department at ISK that includes Counseling, Learning Support, Life Centered Education, English Language Learning, and Health. • Student Talk: A collaborative meeting where teachers discuss how to best support their students. These typically happen at the grade level, where teachers work together to share and implement successful strategies consistently across all of a student’s classes.
T • Tier 1 Support: Good, solid teaching practices that benefit every student in the classroom. • Tier 2 Support: Extra, short-term help in small groups for students who need a bit more than Tier 1. • Tier 3 Support: The most intensive, individualized help for students with significant or long-term needs.
U • UDL (Universal Design for Learning): A way of teaching that assumes every student learns differently, offering multiple ways to see, hear, and do the work.
W • WIDA: A specific set of tests and standards used to track how well a student is learning English.
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INTERNATIONAL SCHOOL OF KENYA
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