Student Support Handbook

STUDENT SUPPORT

Inclusion & Differentiation

2025 - 2029

INTRODUCTION

Welcome to the Student Support Team (SST) Policy Handbook for Amstelland International School. This comprehensive guide serves as a valuable resource for both parents and teachers, offering clarity on how our school provides inclusive and supportive educational environments for students with diverse learning needs. With a focus on fostering an inclusive atmosphere, the handbook explains the SST’s critical role in helping each child reach their full potential academically, socially, and emotionally.

Purpose of This Handbook

This handbook has been created to offer a structured overview of the Student Support Team’s policies and procedures, detailing how our school addresses and supports students with varying support needs. Whether you are a parent seeking to understand the types of support available or a teacher looking to navigate our internal support structures, this guide offers insights and step-by-step instructions.

Using This Handbook

The handbook is divided into clear sections covering each aspect of student support, including how we identify needs, the types of support we offer, and our approach to collaboration with external specialists and services. Here’s a brief overview of what you’ll find:

▶ Understanding Passend Onderwijs: An introduction to the Dutch educational model of “Appropriate Education,” which guides our commitment to meet each student’s individual needs.

▶ Implementation of Passend Onderwijs at AIS: A description of how this model is integrated into our school’s daily practices.

▶ Role of the Student Support Team (SST): The SST is central to supporting students internally and collaborating with external resources. This section explains how our team, consisting of educators, specialists, and trained professionals, provides comprehensive support for our students’ academic and emotional needs.

▶ Levels of Support: At AIS, we implement a Graduated Approach to student support, allowing us to tailor the type and intensity of support based on individual needs. This includes:

• Classroom Support: Assistance provided within the classroom by teachers.

• Targeted School Support: Additional support and resources for students needing more focused attention.

• Specific/Extra Support: Tailored interventions for students with complex or high-level support needs.

▶ External Support Services: AIS works closely with a range of local professionals, including speech and language therapists, occupational therapists, child psychologists, and health advisors, to ensure our students receive the best possible care.

▶ Triple P Parenting Program: In-house sessions offer parents strategies to support their child’s behavioral and emotional development.

Importance of the Student Support Team

The Student Support Team at AIS is integral to our school’s success in creating a well-rounded and inclusive environment. The SST not only works closely with students and teachers but also acts as a liaison with external specialists. The team’s collaborative approach ensures that the support provided to each child is comprehensive, consistent, and aligned with their individual needs. Externally, the SST builds strong relationships with local agencies and healthcare providers, offering our students an extended network of support.

Key Topics Covered

1. Admissions and Support Needs: Guidelines on admitting students with varying support needs and how our school addresses these needs in partnership with parents and external professionals.

2. The Graduated Approach: Our structured process (Assess, Plan, Do, and Review) for supporting students, ensuring continuous assessment and adjustment of each child’s personal learning plan.

3. Personal Learning Goals (PLG) and Personal Learning Plan (PLP): Collaborative goal setting with parents, teachers, and specialists, focusing on customized goals for each student’s success.

4. Student Support Forum Meetings: Regular meetings among staff to discuss student progress, share teaching practices, and identify additional support needs.

5. Inclusion and Differentiation: AIS is dedicated to inclusion and offers differentiation within the curriculum, allowing students to thrive in a personalized, respectful learning environment.

STUDENT SUPPORT

MISSION STATEMENT

Amstelland International School is dedicated to establishing a learning community which empowers student voice, invests in nurturing relationships, fosters compassion for humanity and inspires a shared responsibility of our planet.

SCHOOL VALUES:

VISION STATEMENT

International education which inspires creative thinking, provoking children to become curious and take ownership of their learning.

Curiosity Community

Agency Relationships

Responsibility

At Amstelland International School we welcome children of all nationalities, beliefs and cultures.

The Amstelland International School believes that the well-being of our students to be the most important

aspect of their development and learning. Children are able to thrive academically once their pastoral needs have been cared for. The AIS team priorities developing a close working relationship with a large group of professionals which form our external student support team.

UNDERSTANDING PASSEND ONDERWIJS

Welcome to the Amstelland International School Student Support Handbook. This document is designed to provide detailed information about our student support services, ensuring that teachers, parents, and students understand the resources and strategies available to foster a supportive and inclusive learning environment. In this first chapter, we will delve into the concept of Passend Onderwijs, which forms the foundation of our approach to inclusive education.

WHAT IS PASSEND ONDERWIJS?

Passend Onderwijs, or “Suitable Education,” is a Dutch educational framework designed to ensure that every student receives an education tailored to their individual needs and abilities. Introduced in the Netherlands in August 2014, Passend Onderwijs aims to create an inclusive education system where schools work collaboratively to support students with diverse educational requirements.

CORE PRINCIPLES OF PASSEND ONDERWIJS

1. Inclusivity: The primary goal of Passend Onderwijs is to provide a suitable place for every child within the regular education system. This means that schools are encouraged to accommodate students with various educational needs, ensuring they can participate fully in mainstream education.

2. Customization: Education should be tailored to meet the individual needs of each student. This involves personalized teaching methods, adapted learning materials, and specialized support where necessary.

3. Collaboration: Schools, parents, and external support agencies work together to create the best possible educational environment for each student. This collaborative approach ensures that all stakeholders are involved in the decisionmaking process regarding a child’s education.

4. Early Identification and Intervention: Early identification of educational needs and timely intervention are crucial. Schools are responsible for identifying students who require additional support and implementing appropriate measures as soon as possible.

IMPLEMENTATION OF PASSEND ONDERWIJS AT AMSTELLAND INTERNATIONAL SCHOOL

At Amstelland International School, we are committed to the principles of Passend Onderwijs and strive to create an inclusive and supportive learning environment for all students. Here’s how we implement these principles:

▶ Inclusive Practices: We believe that every child has the right to learn alongside their peers in a regular classroom setting. Our inclusive practices ensure that students with diverse needs are integrated into mainstream classes whenever possible, with appropriate support and accommodations.

▶ Tailored Support Plans: Our Student Support Team (SST) works closely with teachers, parents, and external specialists to develop individualized support plans for students with special educational needs. These plans outline specific goals, strategies, and interventions tailored to each student’s unique requirements.

▶ Collaborative Efforts: We emphasize the importance of collaboration between teachers, parents, and the SST. Regular meetings and open communication channels ensure that all parties are involved in supporting the student’s educational journey.

▶ Early Intervention: Early identification and intervention are key components of our approach. We utilize various assessment tools and observation techniques to identify students who may need additional support and implement interventions promptly.

THE ROLE OF THE STUDENT SUPPORT TEAM (SST)

The SST at Amstelland International School plays a vital role in implementing the principles of Passend Onderwijs. The team consists of experienced professionals dedicated to supporting students’ academic, social, and emotional development. The SST’s responsibilities include:

▶ Assessment and Identification: Conducting assessments to identify students’ needs and determining the appropriate level of support required.

▶ Developing Support Plans: Creating personalized support plans in collaboration with teachers and parents, outlining specific strategies and goals.

▶ Monitoring and Review: Regularly monitoring students’ progress and adjusting support plans as necessary to ensure effective intervention.

▶ Professional Development: Providing ongoing training and support for teachers to help them implement inclusive practices and differentiated instruction.

ADMISSION OF STUDENTS WITH SUPPORT NEEDS

Amstelland International School (AIS) is committed to providing an inclusive and supportive educational environment for all students. While we welcome students with diverse educational needs, it is important to note that we are a mainstream school, not a specialized needs institution. Our goal is to ensure that every student we admit can be fairly and adequately supported. We believe that our school must be a fit for the student, rather than the student needing to fit into our school. This chapter outlines the admission process for students with support needs, detailing the procedures, criteria, and commitments that guide our approach.

ADMISSION POLICY FOR STUDENTS WITH SUPPORT NEEDS

1. Inclusive Philosophy

AIS believes that every child has the right to access quality education in an inclusive setting. However, it is crucial to ensure that we can provide the necessary support for each student we admit. Our admission policy reflects our commitment to inclusivity while recognizing our limitations in providing specialized support.

2. Initial Inquiry and Information Gathering

The admission process begins with an initial inquiry from parents or guardians. During this stage, we gather comprehensive information about the child’s educational history, support needs, and any existing individualized education plans (IEPs) or assessments. This information helps us understand the student’s requirements and determine how we can best support them within our mainstream educational setting.

3. Detailed Application and Documentation

Parents are required to complete the AIS application form and provide detailed documentation, including:

▶ Previous school reports and academic records

▶ Reports from educational psychologists or other specialists, if applicable

▶ Existing IEPs or other individualized support plans

▶ Medical reports, if relevant

This documentation is crucial for our Student Support Team (SST) to assess the student’s needs accurately.

4. Assessment and Evaluation

Upon receiving the application and supporting documents, the SST conducts a thorough assessment to evaluate the student’s needs. This process may involve:

▶ Reviewing academic records and specialist reports

▶ Conducting interviews with parents, the student, and previous educators

▶ Observing the student in a classroom setting, if feasible

The goal of this assessment is to determine the level and type of support the student will require and to ensure that AIS can provide the appropriate resources within our mainstream framework.

5. Decision-Making Process

The decision to admit a student with support needs is made collaboratively by the SST, school leadership, and relevant teaching staff. The primary considerations include:

▶ The nature and extent of the student’s support needs

▶ The availability of resources and support services at AIS

▶ The potential impact on the student’s educational experience and the overall school environment

AIS aims to accommodate as many students as possible within the scope of our mainstream resources and capabilities. However, we can only admit students if we can support them fairly and provide the education they rightfully deserve.

6. Communication with Parents

Once a decision is made, the SST communicates with the parents to discuss the outcome. If the student is admitted, the following steps are taken:

▶ Developing an individualized support plan tailored to the student’s needs

▶ Arranging meetings with relevant teachers and support staff to ensure a smooth transition

▶ Providing parents with information about the school’s support services and how they will be implemented

If AIS determines that it cannot adequately meet the student’s needs, we will provide guidance on alternative educational settings that may be more suitable.

7. Ongoing Support and Review

For students admitted with support needs, AIS is committed to providing continuous and adaptive support. The SST works closely with teachers, parents, and the student to monitor progress and make necessary adjustments to the support plan. Regular reviews and open communication ensure that the student’s needs are being met effectively.

8. Collaboration and Professional Development

AIS values the collaboration between parents, teachers, and support staff in fostering a supportive educational environment. We also invest in ongoing professional development for our staff to ensure they are equipped with the knowledge and skills to support students with diverse needs.

The admission of students with support needs at Amstelland International School is a carefully considered and collaborative process. By gathering comprehensive information, conducting thorough assessments, and maintaining open communication with parents, we strive to create an inclusive and supportive learning environment for all students. Our commitment to ongoing support and professional development ensures that we are continually enhancing our capacity to meet the diverse needs of our student body.

IDENTIFYING AND ADDRESSING STUDENT SUPPORT NEEDS

At Amstelland International School (AIS), we recognize that each student is unique and may require different levels and types of support to succeed academically, socially, and emotionally. The following information outlines the various categories of support needs that students may exhibit and the corresponding interventions and resources available to them. By identifying and addressing these needs, we aim to create an inclusive and supportive learning environment for all students.

CATEGORIES OF STUDENT SUPPORT NEEDS

Students at AIS may receive support if they exhibit any of the following challenges or needs:

1. Academic Struggles

▶ Indicators: Difficulty understanding or completing classwork, projects, or assessments.

▶ Support: Additional instruction, differentiated teaching methods, and tailored learning materials.

2. Behavioural Challenges

▶ Indicators: Disruptive behaviour, inattention, or difficulties with self-control.

▶ Support: Behavioural intervention plans, Personal learning goals plans, counselling, and classroom management strategies.

3. Learning Needs/Challenges

▶ Indicators: Diagnoses such as dyslexia, ADHD, or autism spectrum disorders.

▶ Support: Specialized instructional strategies, accommodations, modifications, and individualized education plans (IEPs) are provided when possible. However, it is important to note that as a mainstream school, AIS may lack the resources and one-on-one support necessary to ensure proper learning for students with significant learning disabilities.

4. Emotional or Social Issues

▶ Indicators: Anxiety, depression, or difficulty forming relationships with peers.

▶ Support: Counselling services, social skills training, and emotional regulation strategies.

5. Communication Difficulties

▶ Indicators: Speech or language delays.

▶ Support: Speech therapy and communication aids.

6. Physical or Health-Related Needs

▶ Indicators: Mobility issues, chronic health conditions, or sensory sensitivities.

▶ Support: Occupational therapy, physical therapy, health care plans, and necessary accommodations for physical access are primarily provided by external agencies that AIS has connections with. Additionally, sensory support sessions are conducted by one of our staff members who is certified to conduct such sessions.

7. English Language Learner Needs

▶ Indicators: Limited proficiency in English, requiring additional language support.

▶ Support: English Language Acquisition (ELA) programs, bilingual support, and language immersion techniques.

8. Forms of Support Available

The support provided to students at AIS is tailored to their individual needs and can take various forms, including:

▶ Additional Instruction: Targeted teaching sessions to address specific academic challenges.

▶ Counselling: Professional guidance to help students manage emotional, social, or behavioural issues.

▶ Accommodations: Adjustments in the learning environment or teaching methods to support students’ needs.

▶ Modifications: Changes to the curriculum or expectations to better suit individual learning abilities.

▶ Speech Therapy: Interventions to improve speech and language skills.

▶ Occupational Therapy: Support to enhance fine motor skills, sensory processing, and daily living activities.

▶ ELA Programs: Specialized instruction for students learning English as an additional language.

▶ Enrichment Programs: Advanced learning opportunities for gifted and talented students.

THE GRADUATED APPROACH TO STUDENT SUPPORT

When a child is recommended for Student Support, Amstelland International School (AIS) follows a structured approach known as the Graduated Approach. This approach consists of four key steps: Assess, Plan, Do and Review

1. Assess

What it means: The first step in the Graduated Approach is assessment. This involves gathering information about the student’s strengths, needs, and areas requiring support.

Detailed Explanation: During the assessment phase, the SST, in collaboration with teachers and parents, gathers relevant information about the student’s academic, social, emotional, and behavioral functioning. This may include:

▶ Reviewing academic records, previous assessments, and teacher observations.

▶ Conducting formal or informal assessments to identify specific areas of concern.

▶ Gathering input from parents regarding the child’s development and any concerns they may have.

2. Plan

What it means: Based on the assessment findings, the SST develops a support plan tailored to the student’s needs.

Detailed Explanation: In the planning stage, the SST creates a support plan that outlines specific goals, strategies, and interventions to address the student’s needs. This plan is developed collaboratively with input from teachers, parents, and, if applicable, the student. The plan may include:

▶ Clear goals outlining what the student is expected to achieve.

▶ Strategies and interventions to support the student’s learning and development.

▶ Roles and responsibilities of teachers, support staff, and parents in implementing the plan.

3. Do

What it means: Implementation of the support plan, putting strategies and interventions into action.

Detailed Explanation: During the “Do” phase, the support plan is put into action. Teachers and support staff implement the agreed-upon strategies and interventions outlined in the plan. This may involve:

▶ Providing targeted instruction or interventions in the classroom.

▶ Offering additional support sessions or accommodations as necessary.

▶ Monitoring the student’s progress closely to ensure the effectiveness of the support strategies.

4. Review

What it means: Regular review meetings and evaluation of the support plan to determine its effectiveness and make any necessary adjustments.

Detailed Explanation: The final step in the Graduated Approach is the review phase. This involves ongoing monitoring and evaluation of the support plan to assess its impact on the student’s progress. During reviews:

▶ Progress towards goals is assessed and documented.

▶ The effectiveness of strategies and interventions is evaluated.

▶ Adjustments to the support plan are made based on the student’s evolving needs.

The Graduated Approach, known as Assess-PlanDo-Review, provides a structured framework for supporting students with diverse needs at AIS. By following this approach, we ensure that support is tailored, dynamic, and responsive to each student’s individual requirements.

Collaboration between teachers, parents, and the SST is essential at every step to ensure the student’s success and well-being.

LEVELS OF SUPPORT

At Amstelland International School (AIS), we provide different levels of support to meet the diverse needs of our students. Understanding these levels helps us ensure that each student receives the appropriate assistance to thrive academically, socially, and emotionally. This chapter outlines the three levels of support provided by the SST: Classroom Support, Targeted School Support, and Specific/Extra Support.

Level 1: Classroom Support

▶ Definition: Classroom Support consists of different strategies applied in the general classroom setting to meet the needs of all students.

Understanding the Differences:

▶ Modification: Adjusting content/curriculum to suit student needs.

▶ Accommodation: Changes in how the student accesses information.

▶ Differentiation: Tailoring instruction to meet diverse learning styles.

Explanation: All students benefit from a well-structured classroom. Classroom Support is about creating an inclusive environment where every student feels valued, empowered, and motivated to learn. It lays the foundation for a positive learning community that recognizes and celebrates the uniqueness of each student while striving for common educational goals. Review: Weekly

Level 2: Targeted School Support

▶ Definition: Additional support for students with specific needs, building on interventions from Classroom Support.

Explanation: Targeted School Support involves a more intensive problem-solving process, building on information gathered and interventions carried out under Classroom Support. The learning support teacher takes the lead in problem-solving and coordinating further assessment, intervention, and review in consultation with the student, other staff, and parents.

Personalized Learning Plan (PLG): The personalized learning plan is shared with parents and reviewed every six weeks. Parents play an important role in developing target goals for their child. Specific strategies and support are put in place for the child, with additional one-on-one attention given by an external specialist if needed.

Level 3: Specific/Extra Support

▶ Definition: Individualized support for students requiring more assistance, especially from external services/agencies.

Explanation: The Specific/Extra Support process involves external professionals and support services in a more detailed problem-solving process to help the student. It applies to students whose needs are severe and complex, and whose progress is considered inadequate despite carefully planned interventions from Classroom Support and/or Targeted School Support.

EXTERNAL SUPPORT SERVICES

At Amstelland International School (AIS), we are committed to providing comprehensive support to meet the diverse needs of our students. In addition to the support provided within the school, we collaborate with various external professionals and agencies to ensure that every student receives the necessary assistance to thrive.

1. Speech and Language Therapist

Role: Speech and language therapists assess and provide interventions for students with communication difficulties, including speech delays, language disorders, and articulation problems.

2. Samenwerkingsverband (Special Educational Needs External Agency)

Role: Samenwerkingsverband provides support and advice for schools regarding special educational needs. They may assist in developing support plans and accessing additional resources for students with diverse needs.

3. GGD (Municipal Health Service)

Role: GGD professionals offer support in various areas, including health education, preventive healthcare, and promoting well-being among children and families.

4. Occupational Therapist

Role: Occupational therapists help students develop or regain the skills needed for daily activities, including fine motor skills, sensory processing, and self-care tasks.

5. Child Psychologist

Role: Child psychologists assess and provide interventions for students experiencing emotional, behavioral, or social difficulties, helping them cope with challenges and develop coping strategies.

In-house Support: At AIS, we have a certified and experienced staff member who serves as our in-house child psychologist. Counseling sessions are available for students who may benefit from emotional support or behavioral interventions. However, in some cases, external support may be recommended by the school for additional assistance.

6. Parent-Child Advisor

Role: Parent-child advisors offer support and guidance to parents on parenting skills, child development, behavior management, and family dynamics.

In-house Support: Additionally, one of our staff members at AIS is a certified Triple P trainer. Triple P (Positive Parenting Program) is a parenting program designed to provide practical strategies and support to parents to promote positive behaviors and manage challenging behaviors in children. Triple P sessions are available in-house for parents seeking parenting support and guidance.

Triple P (Positive Parenting Program): Triple P is an evidence-based parenting program that provides practical strategies and tools to help parents build strong, healthy relationships with their children, promote positive behavior, and manage behavioral challenges effectively.

7. Kabouterhuis Primary School (Cluster School for Special Educational Needs)

Role: Kabouterhuis is a cluster school specializing in supporting students with special educational needs. They may provide consultations, assessments, and specialized interventions.

8. School Doctor

Role: School doctors conduct health assessments, provide medical advice, and support schools in promoting the health and well-being of students.

9. Veilig Thuis (Child Services)

Role: Veilig Thuis is a child protection and welfare agency that provides support and interventions for children and families experiencing issues such as abuse, neglect, or family conflicts.

10. Amstelronde (Municipality of Amstelveen)

Role: Amstelronde is the municipal authority responsible for coordinating services related to education, including special educational needs support and child welfare services.

STUDENT FORUM MEETINGS

STUDENT SUPPORT FORUM MEETINGS AT AMSTELLAND INTERNATIONAL SCHOOL

At Amstelland International School (AIS), we prioritize collaboration among teachers to provide effective support for our students. Our Student Support Forum meetings serve as a platform for teachers to share successful teaching practices and discuss the support needed for individual students. Here’s what happens during these meetings:

▶ Purpose: The meetings aim to identify and address the support needs of students by leveraging collective expertise.

▶ Attendance: All specialist teachers participate in these meetings to provide diverse perspectives on student development.

▶ Discussion and Decision-making: During the meetings, the team discusses each student’s progress and determines if further support

is required. This includes deciding whether a student needs a Personal Learning Goals (PLG) or ongoing monitoring.

▶ Holistic Approach: Sharing various perspectives is crucial for understanding the holistic development of each child. Educators collaborate to identify tailored support structures for students.

▶ Observations and Troubleshooting: Teachers share observations and collaborate to troubleshoot challenges, supporting each other in finding solutions.

▶ PLG Development: If a child requires further support after a six-week period, the classroom teacher will create a PLG. This document outlines the child’s strengths and sets specific goals for improvement.

These meetings foster a collaborative approach to student support, ensuring that every child receives the necessary assistance to thrive academically and socially.

PERSONAL LEARNING GOALS (PLG)PERSONAL LEARNING PLAN (PLP)

Each case is different however...

1. After a PLG is written the classroom teacher meets with the parents to discuss the goals.

2. Parents sign the PLG in agreement to work alongside the teacher as partners supporting the child in achieving their goals.

3. After the teacher has implemented relevant strategies supporting the PLG goals for six weeks and there is no significant progress made, a meeting with the student care coordinator and in some cases the school director is required to identify if the child is in need of external support (OT meeting).

4. Once it has been identified that the child’s requires additional support, the student care

5. coordinator may send through a request to the relevant external specialist.

6. The relevant specialist meets (OT meeting) with the classroom teacher and our student care coordinator to identify what the child requires and what the focused goals are.

7. Once all support partners are in agreement regarding the child’s Personal Learning Plan (PLP), a

8. second OT meeting is set with parents present.

9. All support partners agree on a approach implemented at school and relevant support implementation at the child’s home.

10. Depending on the case and agreements, a biweekly - every four or six weeks review meeting will occur with all support partners present.

11. Once the classroom teacher, student, parents & external support specialist consider all goals successfully achieved, a collective decision is made to close the support structure case.

INCLUSION AT AIS

The development of our students is tracked through mean of a variety of process. Their cognitive development is tracked with ongoing structured observations by means of data collection identifying their growth according to the IPC curriculum milestones set pers developmental phase. Summative and formative assessments are applied throughout their

WHO ARE OUR PARTNERS?

learning journey. Individual learning plans are created for children who require this type of support. At AIS we believe that all children have the right to an individual approach as each child has their own development path and learning style. Physical, emotional and social needs are equally recognized throughout the child’s development at AIS.

Parents provide relevant information, collaborating with the school & external professionals to ensure their child receives the support they have rights to.

The student is an equal partner in the support process and has ongoing reflection moments through the support cycle.

INCLUSION

External agencies support the children needs with ongoing review cycles to encourage a successful transition towards a child progressing independently.

The school provides and implements the resources available in-house to support all children

The AIS teaching team aspire to ongoing development of their own knowledge regarding special educational needs. Our Student care coordinator aspires to develop a bank of information accessible for the teaching team at all times. Specialists will be invited to share best practice with the teaching team on a regular basis. A close working relationship between the school and external agencies is fundamental to ensure a powerful and detailed support structure around the child. AIS is working towards developing parent workshops relevant to the frequently asked questions and culturally sensitive matters that require a compassionate approach when creating awareness.

AIS is a mainstream school and does not have the facilities, resources, human resources or ambition to become a special educational needs school. The school can provide care and support relevant to Dutch law. Whenever an individual support case exceeds the available resources at AIS, parents will be carefully guided towards the best suited form of education available to the child.

The AIS are fortunately to have teaching assistants in the group 0, 1, 2 & parttime in group 3. Our teaching assistants are not special educational needs specialists. Our teaching assistant team are specifically focused on the ongoing support in the classroom for all children and unfortunately cannot be placed to work with one child only on a one- to-one basis. At the AIS we work with an inquiry & concept-project based curriculum. Most of our learning experiences and lesson are hands on experiential learning opportunities. Our teaching assistance are required to guide minilessons and assist in the whole class development throughout the school day.

Our future ambition is to move the school into a purposeful building and include relaxing meditation areas through the building. This allows the children to self-regulate according to our social and emotional curriculum where they learn about the effect of their amygdala. We aim to have specialists in the building and to expand on the in-house programs we facilitate for parents who find themselves confronted with developmental challenges through their children’s learning journey at school.

"IS IT NOT WONDERFUL TO THINK THAT NO ONE NEED WAIT ONE MINUTE LONGER TO IMPROVE THE WORLD?"

Anne Frank

DIFFERENTIATION

At Amstelland International School (AIS), we are dedicated to creating a learning environment that fosters curiosity, creativity, and resilience in our students. Differentiation is a key strategy we use to achieve this goal. By tailoring our teaching methods to meet the diverse needs and abilities of our students, we ensure that each child can thrive and reach their full potential. This chapter outlines our approach to differentiation, particularly in our numeracy program, and explains the process for allowing a younger student to join a higher grade for math lessons.

NUMERACY PROGRAM

Our current numeracy program is designed to stimulate students’ understanding of mathematical concepts according to their zone of proximal development. In certain cases, a younger student may join a higher grade for math lessons to further develop their knowledge. This decision is carefully considered and involves multiple steps to ensure it is in the best interest of the student.

STEP BY STEP PROCESS FOR STUDENTS TO JOIN HIGHER GRADE MATH LESSONS

Below is the flow chart that outlines the process for allowing a younger student to join a higher grade for math lessons:

1. Teacher Observation and Assessment

▶ Teacher identifies a student with advanced mathematical abilities.

▶ Initial assessment of the student’s current mathematical understanding and skills.

2. Discussion with SST

▶ Teacher discusses the student’s potential for higher-grade math lessons with the Student Support Team (SST).

▶ SST reviews the student’s assessment results and overall academic performance.

3. Development of a Preliminary Plan

▶ SST and teacher develop a preliminary plan outlining the benefits and challenges of moving the student to a higher grade for math lessons.

▶ Consideration of the student’s social and emotional readiness.

4. Meeting with Parents

▶ Teacher and SST meet with the student’s parents to discuss the proposed plan.

▶ Parents provide input and express any concerns or preferences.

5. Trial Period

▶ Student participates in higher-grade math lessons for a trial period (e.g., 4-6 weeks).

▶ Continuous monitoring and evaluation of the student’s progress and adjustment.

6. Review and Final Decision

▶ After the trial period, SST reviews the student’s progress and gathers feedback from the higher-grade math teacher.

▶ A meeting with the student, parents, teacher, and SST is held to discuss the outcomes.

7. Final Approval by Director and Deputy Director

▶ The final decision is made by the Director and Deputy Director of AIS.

▶ If approved, the student continues in the higher-grade math lessons with ongoing support and monitoring.

▶ If not approved, alternative enrichment opportunities are explored.

This decision-making process ensures that moving a student to a higher grade for math lessons is in the best interest of their academic, social, and emotional development. By involving teachers, the SST, parents, and school leadership, we ensure a comprehensive approach that supports the student’s overall growth and success.

Differentiation is a cornerstone of our educational approach at AIS. By providing tailored support and opportunities for our students, we foster an environment where every child can excel and develop the skills needed to become lifelong learners and future leaders.

CONSENT FORM FOR PARTICIPATION IN STUDENT SUPPORT TEAM (SST) MEETINGS

CONSENT FORM FOR PARENTS/LEGAL REPRESENTATIVES

Dear Parents/Legal Representatives,

We are writing to inform you about our intention to discuss the support needs for your child, (Name of Student), born on (Date of Birth), during our upcoming Student Support Team meeting, known as the Zorg Advies Team (ZAT) in Dutch, on (Date).

By signing this document, you confirm that you have read and understood the following information and give your permission for the specified actions:

1. Registration and Discussion in ZAT:

▶ Your child’s case will be registered and discussed in the ZAT meeting.

▶ You authorize the sharing of relevant documentation among ZAT participants.

2. Awareness of Regular Participants:

▶ You acknowledge that the following individuals regularly participate in ZAT meetings:

• Head of Student Support

• Learning Support teacher

• Truancy Officer

• Youth Doctor

• Parent Child Adviser

• Director/Deputy director of school

3. Potential Additional Participants:

▶ You understand that other professionals may be invited to attend the ZAT meeting based on specific needs. The support coordinator will inform you in advance about any additional participants.

▶ In consultation with you, the following individuals will also be invited (Name and Function):

4. Sharing of Suplementary Documents:

▶ You acknowledge that any additional documents will be sent to and discussed with ZAT participants.

5. Consent for Information Sharing:

▶ You consent to the provision and sharing of relevant information within the ZAT to address the questions and concerns of both the school and parents.

Parent/Guardian Information:

▶ Name of Parent/Guardian:

▶ Date:

▶ Signature of Parent/Guardian:

By signing, you agree to the terms outlined above and provide your consent for your child’s participation in the Student Support Team process. We would like to ask our external partners the following questions regarding your child’s support needs and how we can best assist them:

1. [Question 1]

2. [Question 2]

Note: The ZAT (Zorg Advies Team) is a multidisciplinary team focused on providing comprehensive support and advice for student welfare.

PHILOSOPHY

ON REPEATING A YEAR AT AMSTELLAND INTERNATIONAL SCHOOL

VISION, MISSION, AND VALUES

At Amstelland International School (AIS), we are committed to fostering an inclusive and dynamic learning environment that encourages every student to achieve their full potential. Guided by our vision to inspire curiosity, creativity, and a passion for learning, and our mission to cultivate globally-minded, empathetic, and resilient individuals, we ensure that every decision is made with the student’s best interests in mind. Our core

values of respect, responsibility, and excellence underpin our approach to education and student development.

EXCEPTIONAL CIRCUMSTANCES FOR REPEATING A YEAR

Only in exceptional circumstances might we consider the option of a student repeating a year. This decision is never taken lightly and involves a comprehensive discussion with parents, teachers, and our school counselor. The primary criterion for repeating a year is that it should offer clear personal or academic benefits to the student.

CRITERIA FOR REPEATING A YEAR

1. Extended Absenteeism Due to Health Issues

Explanation: If a student has been absent for a significant portion of the academic year due to chronic illness, hospitalization, or other serious health conditions, they may not have been able to keep up with the curriculum. Repeating the year can provide them with the necessary time to catch up on missed content, ensuring they have a strong foundation in their studies. This approach allows the student to fully grasp essential

concepts and skills without the added stress of playing catch-up.

2. Academic Underperformance Despite Interventions

Explanation: If a student consistently underperforms academically despite receiving additional support and interventions such as tutoring, differentiated instruction, and personalized learning plans, it may indicate that they need more time to develop essential skills. Repeating a year can give the student the opportunity to build their knowledge and confidence, leading to better long-term academic outcomes. This decision is made after careful evaluation and continuous monitoring of the student’s progress.

3. Social and Emotional Development Concerns

Explanation: If a student is experiencing significant social or emotional difficulties that are impacting their ability to learn and interact with peers, repeating a year might be beneficial. This could include issues such as anxiety, depression, or difficulty adjusting to the school environment. By repeating the year, the student can receive additional support to develop coping strategies and social skills in a familiar setting, promoting a healthier school.

4. Developmental Readiness

Explanation: Sometimes, a student may not be developmentally ready to move on to the next grade level. This can be due to a variety of reasons, such as immature behavior, or difficulty with executive functioning skills like organization and time management. Repeating a year can provide these students with additional time to mature and develop the necessary skills to

succeed in a more advanced academic setting. This approach respects the natural pace of the child’s development, allowing them to thrive when they are genuinely ready.

5. Decision-Making Authority in Repeating a Year

Parents must know that they always have the final say in this process, along with the school director. The Student Support Team (SST) and the director will only bring this up to parents if they believe it will holistically benefit their child. The ultimate decision to have a student repeat or skip a year is made with the child’s best interests in mind, ensuring their overall well-being and success.

6. Timing of the Decision

It is crucial that concerns and the possibility of repeating a year are discussed with parents well in advance. Multiple discussions may be necessary to ensure transparency and understanding. The final decision will be made by the first week in May at the latest, ensuring parents are not caught by surprise.

7. Implementation and Support

When a decision is made for a student to repeat or skip a year, a structured support plan is developed to facilitate a smooth transition. This plan includes personalized learning goals and continuous monitoring to ensure the student’s success and well-being.

In all cases, the decision to have a child repeat a year is made with careful consideration of their individual needs and circumstances. The process involves close consultation with parents, teachers, directors, counselors, and other relevant professionals to ensure that the best interests of the child are prioritized. The goal is always to support the student’s holistic development and long-term success.

At Amstelland International School, we are committed to fostering an inclusive, supportive, and holistic educational environment for all our students. The decision to repeat a year is never taken lightly and is always made with the utmost care and consideration for the child’s overall development and well-being. By collaborating closely with parents, teachers, and the Student Support Team, we ensure that every decision reflects our dedication to each child’s unique needs and potential. Together, we strive to create a nurturing community where every student can thrive and succeed.

"IF YOU CAN'T FLY, THEN RUN. IF YOU CAN'T RUN, THEN WALK. IF YOU CAN'T WALK, THEN CRAWL BUT BY ALL MEANS KEEP MOVING FORWARD!"

Martin Luther King

Here is a table outlining different types of support students can receive at Amstelland International School (AIS), along with the corresponding level of support,

Support Area

Academic Support Small Group Instruction

Differentiated Learning Activities

Personalized Learning Goals Plans

Behavioral Support Personal Learning Goals Plan Behavior Intervention Plans

Social Skills Groups

Positive Reinforcement Systems

Regulations of emotions Strategies

Emotional Support Counseling Sessions

Emotional Regulation Techniques

Mindfulness Practices

Language Support English Language Acquisition (ELA) Support

Language Development Workshops

Speech and Language Therapy

whether a referral is needed, and who is responsible for providing the support.

2: Targeted School Support

1: Classroom Support

2: Targeted School Support

2: Targeted School Support

2: Targeted School Support

1: Classroom Support

2: Targeted School Support

3: Specific/ Extra Support

2: Targeted School Support

1: Classroom Support

2: Targeted School Support

1: Classroom Support

3: Specific/ Extra Support

Special Educational Needs Individual Education Plans (IEPs) Level 3: Specific/ Extra Support

Assistive Technology Level 2: Targeted School Support

Access to Specialized Therapies Level 3: Specific/ Extra Support

Social Support Social Integration Activities

2: Targeted School Support

Teacher, Learning Support Teacher

Classroom Teacher Learning Support Teacher Head of Student Support

teacher Learning Support Teacher Head of Student Support

Support team School Counselor

Teacher

School Counselor Student Support team

Counselor

Support team School Counselor

Teacher

Therapist

Student Support Team Learning Support Teacher, Special Educator from external agency

Student Support team, External Agencies, Learning Support Teacher, IT Specialist

Support team, School Counselor

CLASSROOM SUPPORT

Email: info.ais@ogamstelland.nl

Website: https://amstelland-international-school.nl/

Tel: 020 820 9091

Address: Asserring 93, 1187 SM

Classroom Support involves a problem solving process which focuses on identifying and addressing the educational needs of individual students’ who require approaches to learning and/or behaviour within the classroom which are additional to or different from those required by other students’. The class teacher has responsibility for interventions at this level.

1. THE PROCESS

The Starting Point: The starting point for the Classroom Support process is when a teacher, parent or other professional expresses a concern about a student in school. Any indications that a student may have additional educational needs should be explored and addressed. Concerns may relate to learning and /or social, emotional and behavioural difficulties which may affect the students’ ability to progress at the same rate as their peers. These difficulties may also be identified by the class teacher through observation or assessment procedures. Sometimes parents approach the class teacher with concerns about their child’s progress. Regardless of the source of the concern it may be useful to consider the following questions before deciding to initiate the Classroom Support process:

▶ Do the student’s skills and behaviour fall within the range considered typical for his/her age group?

▶ To what extent do any gaps in skills and behaviour affect the student’s learning and socialization?

▶ How is the student responding to simple interventions (adjustments to teaching style, differentiation) already in place?

2. INFORMATION GATHERING AND ASSESSMENT

The teacher will need to gather information to make an initial assessment of the students’ additional or special educational needs including the strengths and particular talents which the student may have. This information will be used when planning. Some teachers might collect the following types of information during this phase of the classroom support process:

1. IN THE CLASSROOM: Review of the learning. Samples of work, Observations of the students’ learning and behaviour.

2. FROM THE STUDENT: Personal experience/ perception of any difficulty (in an age-appropriate way) Views about what currently helps and additional actions/strategies, which they feel may help.

3. FROM THE PARENTS: Information on the students’ health and development. Different things which may be contributing to any difficulty. Information on the students’ learning and behaviour in school and at home. Views on what they think may help.

4. FROM OTHER SOURCES: Information from other schools, preschools and programmes attended.

3. PLANNING AND INTERVENTION

Following an initial assessment of the students’ needs, the teacher will meet the student’s parents. A simple plan(PLG) will be drawn up which outlines the students’ goals, additional educational needs and the actions, including teaching and management approaches. The plan may also include home based actions to be taken by the students’ parents to support their child development.

ACTIONS MAY INCLUDE:

▶ specific classroom strategies to be used

▶ use of individualized teaching methodologies and/ or curriculum delivery

▶ a focus on the individual needs of the student within whole class interventions e.g. Circle Time or small group activities

The PLG (Personal Learning Goals plan) should include a review date. For example; the timing of the review should take into account the nature of the proposed interventions, the time needed to implement them and the period after which it might reasonably be expected that a positive change would have occurred.

For the classroom teacher, the basic components at this level are essentially:

▶ Informing the parents,SST Coordinator and the learning support teacher of concerns about a student.

▶ developing an individual approach to learning and/or behaviour which may include adapting the learning environment and/or further differentiating the curriculum.

▶ monitoring the students’ response over time, and involving the student and the parents in this

▶ keeping a simple written record of what has been done (e.g. PLG).

4. THE REVIEW PROCESS

A review of Classroom Support actions may involve the class teacher, learning support teacher, SST Coordinator, parents and student (in an age-appropriate manner) and should focus on:

▶ the students’ response to learning/behavioural interventions

▶ progress made by the student

▶ the effectiveness of the actions taken

▶ suggested next steps

The outcomes of the review process may be:

1. THE STUDENT CONTINUES TO HAVE A PLG

If, the parents and teacher consider that the student is making progress towards the targets set, it may be decided to continue with the same plan. A date for a further review should then be agreed to ensure progress is maintained. If, however, the parents and teacher consider that the students’ progress towards the targets set is less than expected, the reasons for this will need to be considered. Revised targets and adjustments to the strategies tried may be agreed and if necessary, a new PLG is drawn up. A date for a further review should then be agreed.

2. THE STUDENT NO LONGER REQUIRES A PLG.

If progress remains satisfactory after a number of reviews by the teacher and parents, no further PLG may be necessary. Strategies which have been helpful may now be a routine part of the approach used with the child.

3. SCHOOL SUPPORT IS INITIATED

If, after reviews and adjustments to the PLG, it is agreed that the student is not making adequate progress, it may be decided that the School Support process is initiated. (LEVEL 2)

ROLES AND RESPONSIBIITIES

▶ THE CLASS TEACHER

The class teacher communicates with the parents regarding the decision to initiate the Classroom Support process (this means a PLG will be made) The class teacher will generally act as coordinator throughout the problem solving process in consultation with the student and his/her parents. The class teacher may also seek advice from the SST Coordinator and the learning support teacher. He or she should maintain a record of relevant information which will be used should more detailed problem solving be required at School Support level.

▶ LEARNING SUPPORT TEACHER

The role of the learning support teacher is to provide advice and resources to the class teacher which will assist him/her in the assessment process and in the development of classroom and, where appropriate, home based interventions for the student.

▶ SST COORDINATOR

The SST Coordinator role is to note, in line with the school SST policy, the fact that a Classroom Support process is being put in place. The SST Coordinator also meets with the Learning Support teacher regularly so that the Learning Support Teacher can provide feedback on the effectiveness of the support process. Regular meetings ensure that support efforts are wellcoordinated. The Learning Support Teacher can provide insights into the specific needs of students, and the SST coordinator can help align those needs with available resources and interventions.

OTHER PROFESSIONALS

▶

Other professionals such as Educational Psychologists, ELA teachers, Speech and Language Therapists, etc may be involved indirectly, offering consultation or advice in relation to appropriate approaches for students’ presenting with early difficulties.

SUPPORT IN THE CLASSROOM FLOW CHART

Concern is expressed by parent/teacher Starting Point

Teacher considers...

Can concerns be met through whole class teaching approaches and class differentiation?

YES NO

Continue with differentiated teaching approaches

Classroom Support Process

Proceed with Classroom Support Process. The class teacher completes collecting information & Assessments (see Classroom Support Checklist). The PLG is made and sent to SST Coordinator and Learning Support teacher before sending it to parents. An invite is sent to parents for a PLG Meeting (see PLG letter example and next steps document)

Planning and Intervention

A PLG meeting is held and a PLG is agreed with parents and implemented by class teacher and parents

Planning and Intervention

The decision is made too...

Begin School Support Process

Redefine Problem and review PLG Plan

Continue at Classroom Support Level

SUPPORT IN THE CLASSROOM CHECKLIST

Name of student: | Group: 1 | Date: September 2023

1. General information

Checked (yes/no)

Spoke to parents yes

Information from previous school/preschool gathered yes

Hearing yes

Vision yes

Medical Needs

Basic Needs checklist completed

Assessment of learning

Observation of learning style yes

Observation of behaviour yes

Interview with student no

Classroom work differentiated yes

Learning environment adapted yes

Playground/school environments adapted

Informal consultation with outside professionals

2. Action needed yes

3. Actions agreed with parents and relevant staff yes

Comments

Started using hearing aids at 3 years. Attended speechand language therapist before attending school.Date unknown

None

Difficulties in past. Late to speak. Started using hearing aids. Monitored at hospital

Fine. Neither parent nor teacher report concerns

Demonstrates challenges in listening skills, often appearing to observe and learn from peers. May not actively engage in class participation. Occasionally misunderstands directions and tasks but tends not to seek clarification from the teacher.

Little interaction with others but appears happy in class and in playground area.

Has told mother that he likes Gym and he likes to sit next to SH

Visual cues used. Instructions repeated to him on one to one basis.

Moved him to the front of the class facing teacher

Parents to request information from speech and language therapist.

Classroom Support Plan (PLG)

Classroom Support Plan agreed (PLG)

TARGETED SCHOOL SUPPORT

Email: info.ais@ogamstelland.nl

Website: https://amstelland-international-school.nl/

Tel: 020 820 9091

Address: Asserring 93, 1187 SM Amstelveen

Targeted School Support involves a more intensive problem solving process, building on information gathered and interventions carried out under Classroom Support. While the class teacher retains overall responsibility for the student’s learning, the learning support teacher will be involved at this stage. The learning support teacher will generally take the lead in problem solving and in coordinating further assessment, intervention and review in consultation with the student, other staff and parents.

1. THE PROCESS

STARTING POINT

During the review of a student PLG,the decision may be made by the class teacher, learner support teacher and parents to initiate the Targeted School Support process. This decision is taken when interventions which are additional to, or different from, those provided within a Classroom Support Plan, are considered necessary to enable the student to learn more effectively. Other specialists teachers within the school will be involved in this decision as necessary.

2. INFORMATION GATHERING AND ASSESSMENT

The Targeted School Support process involves further assessment and information gathering which will inform the development of a new PLG. It will be important to gather information from the teachers. (This also includes specialist teachers.)

1. FROM THE SCHOOL

▶ Information gathered from the classroom teacher including the Classroom Support Checklist, PLG, Accommodations and Modifications checklist, etc.

▶ Results from screening tests or other test results.

2. FROM INDIVIDUAL ASSESSMENTS CARRIED OUT BY LEARNING SUPPORT AND CLASS TEACHERS may include any, or all, of the following:

▶ Results of assessments

▶ Observation of learning style

▶ Observation of students behaviour in the classroom and in informal settings such as the playground.

3. FROM THE PARENTS

▶ Current information on the student’s health and development, including any medical assessments

▶ Information on and perceptions of the students learning and behaviour in school and at home

▶ Factors which may be contributing to any difficulty and/or lack of adequate progress

▶ Views on additional measures that they consider may help

4. FROM THE STUDENT

▶ Personal perception of any difficulty (in an ageappropriate way)

▶ Views about what currently helps

▶ Additional actions which they the student feels may help

5. FROM OTHER SOURCES

▶ With parental consent, information and advice from other agencies

▶ Response to programmes attended outside school e.g. sport clubs, swimming club

3. PLANNING AND INTERVENTION

Following information gathered and assessment, the teacher, will meet the students’ parents. A PLG plan will be created which will set out the nature of the student’s learning difficulties, define specific teaching, learning and behavioural targets and set a timescale for review. The plan should for the most part be implemented within the normal classroom setting in addition with school based intervention programmes. Home based actions may also be included.

The Targeted School Support Plan could include:

▶ a description of the student’s learning/social, emotional and behavioural strengths and difficulties

▶ targets to be achieved within a given time frame

▶ actions to support the student in achieving those targets: (within class and within school)

▶ counselling Sessions

▶ group and paired work (including e.g. paired reading, buddy systems, mentoring programme)

▶ materials / equipment needed

▶ specialists teachers involved in implementing different aspects of the plan

▶ additional provision and frequency of this support

▶ parental involvement and support at home, agreed with the parents

▶ medical, speech and language therapy etc

▶ review date

Essentially Targeted School Support level involves all the components from the Classroom Support Level plus additional support and / or focused teaching time. (e.g. from the learning support)

Depending on the nature of the needs and on the school context, the additional teaching might be within a small group or individual or a combination of both either in class or out of the class. The Targeted School Support process is coordinated by the learning support teacher.

4. THE REVIEW PROCESS

The SST Coordinator or learning support teacher will arrange a review meeting, between the teachers and parents.

The review process should focus on:

▶ The progress the student has made towards the targets set out in the PLG plan, as well as general progress made

▶ The extent to which the students needs are being met by the plan

▶ The effectiveness of the strategies set out in the Plan

▶ The parents views on progress made at home in supporting the student in the ways agreed in the Targeted School Support Plan

▶ The students’ view on progress made and on the interventions agreed in the plan

▶ Additional information or advice based on the observation of the students’ response to the teaching and management strategies, which may inform future planning

▶ Agreed next steps

The outcomes of the review process may be:

1. THE STUDENT CONTINUES TO HAVE A TARGETED SCHOOL SUPPORT PLAN

If progress remains satisfactory after review, but it may be decided to continue with the plan in order to maintain the progress made, with an agreed date for review of the need for continuation.

2. INTERVENTION FOR THE STUDENT REVERTS TO THE CLASSROOM WITH A CLASSROOM SUPPORT PLAN

If progress remains satisfactory, it may be decided after one or a number of reviews that the student no longer needs a Targeted School Support Plan and a Classroom Support plan may be agreed.

3. THE TARGETED SCHOOL SUPPORT PLUS PROCESS IS INITIATED

If a review of a Targeted School Support Plan indicates that the student s difficulties continue to create a significant barrier to their learning and/or socialization, then the student s needs should be considered at Specific Extra Support level.

ROLES AND RESPONSIBILITIES

THE CLASS TEACHER

The class teacher consults with the learning supporting teacher, SST Coordinator and parents about initiating the Targeted School Support process.

THE SST COORDINATOR/THE LEARNING SUPPORT TEACHER

The SST Coordinator and learning support teacher takes the lead role and continues to consult with the staff, the student and his/her parents throughout the process. Having obtained parental consent, the SST Coordinator records the decision to implement a Targeted School Support Plan. A file should be maintained containing records in relation to assessment, intervention and reviews.

THE LEARNING SUPPORT TEACHER

The learning support teacher will be involved in the problem solving process or in providing additional support. The learning support teacher should continue to maintain a record of relevant information which would provide a basis for more detailed problem solving if required at Specific Extra Support level.

OTHER PROFESSIONALS

Other professionals such as Educational Psychologists, Speech and Language Therapists, etc may provide a consultation service to teachers. They may also give advice in relation to appropriate assessment and intervention approaches for particular students without necessarily working directly with the student.

TARGETED SCHOOL SUPPORT FLOW CHART

Starting Point

Agree and Implement Classroom

The class teacher and learning support teacher both review the records detailing the Classroom Support process, re- defines the problem and...

Information Gathering and Assessment

Co-ordinates further Collection of Information and Assessment involving class teacher, the student, parents and other teachers as appropriate

Discontinue Targeted School Support Plan

Begin School Support Process

A Targeted School Support PLG Plan is agreed with parents and implemented by class SST Coordinator and learning support teacher and, possibly, other specialist teachers

Targeted School Support PLG Plan is reviewed

And a decision is made too...

Redefine Problem and review targeted School Support PLG Plan

Continue at Targeted School Support Level

SPECIFIC/ EXTRA SUPPORT

Email: info.ais@ogamstelland.nl

Website: https://amstelland-international-school.nl/

Tel: 020 820 9091

Address: Asserring 93, 1187 SM Amstelveen

Specific Extra Support process will generally involve external professionals and support services in a more detailed problem solving process to help the student. This support applies to those students whose needs are enduring and/or severe and complex and whose progress is considered inadequate despite carefully planned and reviewed interventions detailed the Personal Learning Goal Plans.

1. THE PROCESS

Starting Point: Students needing support at this level will have their needs and interventions detailed and monitored through an (IEP) Individual Education Plan. The Specific Extra support process will be initiated if, in reviewing the School Support Plan, it is agreed that the student is not making adequate progress.

Because this process may often lead to more intrusive and individualized assessment and provision for a student it is important to consider carefully the presenting problem and effectiveness of intervention to date before starting this process. The following questions may be considered:

1. NATURE OF CONCERN

▶ Is there evidence to suggest that the student: Has needs which are causing significant barriers to learning and/or impeding the development of social relationships?

▶ Is not making adequate progress despite the planned support already provided?

2. ASSESSMENT AND INTERVENTION

▶ Were the teaching and/or behavioural interventions: Based on clear evidence from assessment?

▶ Well planned and given enough time to work?

3. CONSULTATION

▶ Parents

How do they feel about the interventions which have been tried? Are they in agreement with initiating this process?

▶ The Student

What are the students views (in an age/ developmental stage-appropriate manner) about the interventions and supports tried? What are their perception of problem?

▶ Teachers

Have all teachers working with the student been consulted? What are their views about the effectiveness of the interventions and supports already provided?

▶ External Professionals

Has the advice of external professionals been tried regarding interventions at Classroom and Targeted School Support level or in relation to initiating this process?

2. COLLECTING INFORMATION AND ASSESSMENT WITHIN THE SPECIFIC EXTRA SUPPORT PROCESS

The Learning Support teacher will support the class teacher and any other specialist teachers in gathering further information to inform the assessment process which may involve, as appropriate, external professionals. The learning support teacher will work closely with the students’ teachers and parents in considering:

▶ Information previously gathered and reviews of Classroom and Targeted School Support PLG Plans

▶ Student’s response to earlier interventions

▶ The involvement of external professionals

Following the gathering of information, the learning support teacher may, with parental consent, request the involvement of appropriate external professionals (e.g. Educational Psychologists, Teacher Coaches, Clinical Psychologists, Occupational Therapists, or Speech and Language Therapists).

3. PLANNING AND INTERVENTION

An (IEP) Individual Education Plan is created based on the information gathered.

The individual education plan should describe:

1. The nature and degree of the student’s abilities, skills and talents

2. The nature and degree of the student’s special educational needs and how those needs affect his/her educational, social and emotional development

3. The present level of educational, emotional and social performance of the student

4. The special educational needs of the student

5. The special education and related support services to be provided to the student to enable the student to benefit from education including

▶ Strategies for supporting the student s progress and inclusion in the classroom setting (classroom support)

▶ Individual and/or small group/special class interventions

▶ Specific methodologies to be implemented

▶ Specific equipment/materials and/or IT supports if required to support learning and access to the curriculum

6. The goals which the student is to achieve over a period not exceeding 12 months e.g.:

▶ The student’s priority learning needs

▶ Long and short term targets to be achieved

7. Monitoring and review arrangements to be put in place.

Professionals external to school may be involved in working with the student directly or they may act in an advisory role, supporting the class teacher and learning support teacher in implementing the plan.

4. THE REVIEW PROCESS

The Learning Support teacher should organize the review process. Parents should be invited to contribute to this review. Outside professionals and the specialist teachers should be involved as appropriate or if necessary.

The review process should focus on:

▶ Progress towards targets made by the student

▶ Any new information and/or assessment results

▶ The effectiveness of the strategies/methodologies used

▶ The effectiveness of the materials/equipment provided

▶ The effectiveness of the supports(individual, group, class) provided

▶ Future action

The outcomes of the review process may be:

THE STUDENT CONTINUES TO NEED INTERVENTION AT SPECIFIC EXTRA SUPPORT LEVEL

▶ If the students’ progress has been satisfactory, an updated IEP may be created. If the IEP is considered to need adjustment, a new, or adapted, plan should be created. If the students’ progress remains satisfactory following review, then those individuals involved may decide to increase gradually the periods between reviews.

▶ If the student s progress continues to be satisfactory, then those individuals involved may decide that the student no longer needs the intensive level of support being provided and would be able to cope with the greater part of classroom tasks with some additional support. In this case it may be decided that the students’ needs may be met by having a Targeted School Support in place.

THE STUDENT NO LONGER

REQUIRES

INTERVENTION AT SPECIFIC EXTRA SUPPORT LEVEL

ROLES AND RESPONSIBILITIES

THE CLASS TEACHER

The class teacher contributes to assessment and planning and remains responsible for working with the student in the classroom and providing/ensuring classroom supports.

THE LEARNING SUPPORT TEACHER

The Learning Support Teacher will usually be involved in both the assessment and intervention process. The ng Support teacher may provide additional support either on a withdrawal basis or through class support. At this level it is possible that there will be more than one supporting teacher involved with the student.

Once the process is initiated the learning support teacher takes on the lead responsibility for the Specific Extra Support process.

This will normally involve:

▶ Reviewing the outcomes of interventions detailed in the Classroom and Targeted School Support PLG Plans.

▶ Co-ordinating the assessment of the students’ learning/social, emotional and behavioural difficulty and identification of special educational needs involving, as appropriate, and with parental consent, relevant external agencies in the process.

▶ Coordinating the development of the Individual Education Plan.

▶ Communicating with the Student Support Coordinator.

▶ Monitoring and supporting interventions and reviewing the Individual Education Plan, working alongside the SST Coordinator, class teacher, specialist teachers, external professionals and involving the students’ parents.

THE STUDENT SUPPORT COORDINATOR

Having obtained parental consent, the Student Support Coordinator records the initiation of the Specific Extra Support process. In line with best practice the SST Coordinator should ensure that there is a file containing records in relation to consent for the involvement of external professionals, the assessment process, interventions, reviews and records of earlier school and classroom support processes.

OTHER PROFESSIONALS

Other professionals such as Educational Psychologists, Speech and Language Therapists etc…may be involved in providing advice through a range of direct and indirect assessment approaches and in providing support to individual students and/or their teachers, including contributing to intervention plans for individual students.

LEVEL 3: SPECIFIC EXTRA SUPPORT FLOW

CHART

Starting Point

Concern is expressed

The SST Coordinator & Learning Support techer considers:

• Are the students needs causing significant barriers to learning or delaying development of social relationships?

• Is there no progress despite support provided?

• Were interventions, based on evidence from assessment, well planned and given enough time to work?

• The class teacher arranges a PLG review of the presenting problem with the student, parents, class and specialist teachers and external professionals, when appropriate

Collecting Information and Assessments

The Learning Support teacher coordinates further collections of information and assessments

Planning and intervention

An (IEP) Individual Education Plan is agreed with the student and parents and implemented by class and supporting teachers in school

Review - (IEP)

Individual Education Plan

Class teachers, supporting teachers & external professionals

review progress on (IEP) Individual Education Plan with the student and parents and decide to...

Redefine Problem and review individual Education Plan

Continue at Specific Extra Support Level

Stop using IEP

DIFFERENTIATION

Children learn differently. They have different learning rates and styles of learning. Different approaches work with different children. Some children have good visual memories and they will learn best with diagrams, maps, lists, topic webs, flow-charts and may find it easier to show their understanding in this form. Some children remember what they hear (they have a good auditory memory) and they will find it easier to listen, talk about the task and respond verbally. Other children need demonstrations by the teacher, and/ or to watch other students doing the task and to start it themselves before understanding it.

Specifically differentiation is about:

▶ Manageable tasks

Ensuring all children are given tasks that match their level of ability and attainment.

▶ Achievable tasks

Presenting these tasks so that children can demonstrate what they know, understand and are able to do.

▶ Motivating tasks

Allowing children to achieve success and feel the learning experience has been worthwhile.

EXAMPLES OF DIFFERENT TYPES OF DIFFERENTIATION

Differentiation by instructions

▶ Presentation methods could include: written, spoken, demonstration, audio, video.

▶ Modelling and demonstrating the task while giving instructions and show an example of the finished product.

▶ Clarify and shorten instructions- one piece of information at a time.

▶ Use different coloured markers for each line of text on the whiteboard-this helps children who lose their place. Underline key words

▶ Use pictures to support understanding

▶ Allow a few seconds thinking time for oral responses

▶ Ensure students have a clear understanding of what they have to do and why.

▶ Ask students who have difficulty following instructions to repeat them back to teacher or a partner.

Differentiation of the task

▶ Varying types of tasks e.g. abstract oral activities vs. experiential, interactive activities.

▶ Having different levels of difficulty within a task.

▶ Modifying materials while all children are given a similar task e.g. written tasks, picture tasks, concrete, practical materials.

▶ Children can work on different parts of a task e.g. research different things of interest about Bali.

▶ Use the different interests and talents of students.

Differentiation by groupings

This will depend on the topic being taught and the size of the class. Use a variety of groups e.g.

▶ Whole class teaching

▶ Mixed ability group - (good for open ended or creative tasks)

▶ Ability grouping - (too much of this type of grouping can lower self esteem but it is good for certain academic tasks.)

▶ Friendship groups

▶ Work in pairs

▶ Individual work

▶ Peer tutoring/ buddy system

Planning and preparation are needed and children may need to be taught to work in groups successfully. Expect higher noise levels.

Issuance of admissibility statement

Assessment director/ driver SWV Amstelronde

Advice second expert in the TLV committee

How do we do that?

More information about the support route can be found on the website www.amstelronde.nl.

Advice first expert

LEVELD|REQUEST ADMISSIBILITY STATEMENT

To strive Unpleasant unanimity unanimous > step 13 not unanimous > step 10

Involve placement expert

Orientation on Special Primary education (SBO) and/ or Special education (SO)

Weighing of criteria step 6 step 10

LEVELC|EXPLORATION SPECIALIZED EDUCATION

LEVELB|EXTRA SUPPORT

LEVELa|BROAD

Evaluation of it action part step 9

step 1 step 6

Execution action part development perspective plan

Drafting one development perspective plan support Team step 1 step 6

Preparation support team, fill in the SWV digital portal

Evaluation internal care route

Internal care route

Care in the group

step 1 step 4

The school is always owner of it process and organizes the additional support and tracks progress.

LEVEL D Application permitattestation The student plays a role and always becomes concerned.

STEP 13-16

www.amstelronde.nl|info@amstelronde.nl

Parents as partner, also in it support team

Reconnaissance specialized education

• Weighting criteria

• OT unanimousrequest TLV

• Involve placement expert Orientation Special Education or Special Primary Education

LEVEL C• Application for admissibility statement Continuation of extra support Back to basic support STEP 9-12

Extra support

• Digital portal SWV

• Development Perspective Plan (OPP) + action part

LEVEL B STEP 4-8

Broad base of support

• Basic quality

• Action-oriented working (HGW)

• Solution-oriented working (OGW)

OTEvaluation

Evaluation

Advantages of group work

▶ Prevents teacher dependence - (children can problem solve with friends)

▶ Promotes collaborative and co-operative learning

▶ Enjoyable

▶ Encourages involvement in learning

Differentiation by Output: quality, quantity and how students will respond Using open ended tasks can result in a variety of ways of doing the same activity some of which will be more developed than others. Giving children opportunities to record work in different ways e.g. instead of lots of written answers the following suggestions might be helpful:

▶ Close procedures

▶ Yes/No

▶ True/False

▶ Joining up parts of a sentence - e.g. the start of the sentence to the end

▶ Writing frames for story writing e.g.:

Setting Details: There may be sections for setting descriptions, where students can jot down information about where and when the story takes place.

Beginning, Middle, and End: They might include prompts like “Once upon a time...” for the beginning, “Next...” for the middle, and “Finally...” for the end.

Illustrations: Space may be provided for students to draw pictures or illustrate key scenes in their stories, helping them visualize and enhance their narratives.

▶ Rearranging sentences

▶ Drawing lines to join question to answer

▶ Sequencing written sentences/ paragraphs (cut & stick)

▶ Sequencing cartoons with key words

▶ Drawing the main idea

▶ Verbal responses to partner or teacher

▶ Colouring in correct answers

▶ Record response on tape

STARTING SCHOOL

AN EARLY YEARS GUIDE ON SCHOOL READINESS

EARLY YEARS AT AIS

WHAT DOES IT MEAN TO BE READY FOR SCHOOL?

The concept of school readiness typically refers to the child’s attainment of a certain set of emotional, behavioural, and cognitive skills needed to learn, work, and function successfully in school.

During your child’s time at Amstelland International School, we put in a great deal of preparation but you as parents can help a great deal too by:

▶ Reading books to your children

▶ Spending time with your children

▶ Creating routines

▶ Encouraging and answering questions from your children to develop their communication skills.

▶ Engaging in reading and counting activities

▶ Familiarize children with the world around them

▶ Promoting playdates that helps to develop social and emotional skills

▶ Encouraging responsibility and independence

SOME OF THE EXPECTED CHARACTERISTICS THAT SHOULD BE DISPLAYED BY A CHILD TO SHOW SCHOOL READINESS

▶ Independent in toileting Able to dress themselves

▶ Understands expected levels of behaviour Can take turns and share

▶ Can sit still for a period of time

▶ Can separate from parents without emotional tantrums.

▶ Communication and language skills needed to communicate needs and listen to others

▶ Can actively learn and creatively and critically think. Can feed themselves

GETTING READY TO START SCHOOL

Starting school can be daunting for you and your child, but it marks the start of an exciting new chapter. Before you know it, your child will be making friends, learning new skills, and becoming increasingly independent.

Here are five top tips to help with this transition:

1. Support your child's independence

The most useful thing you can do to get your child ready for school is to make sure they are comfortable doing simple tasks by themselves. This includes:

▶ Going to the toilet. Getting dressed.

▶ Putting on shoes. Please choose for shoes with Velcro fasteners if possible.

▶ Eating. This includes using a fork & spoon, opening their lunchbox, and being able to open everything in the lunchbox (some yoghurt and cheese tubes and drink cartons can be tricky).

▶ Solving simple problems and knowing when to ask an adult for help.

2. Build up your child’s social skills

Learning in a classroom is a social activity. Children learn and develop by playing alongside their peers, and they will make better progress if they are happy mixing with other children and adults. You can encourage this by:

▶ Organizing play dates.

▶ Practicing greetings. You can use dolls and soft toys to practice saying “hello”!

▶ Practicing conversations. Giving your child time to talk – and also having time when they have to listen – teaches vital speaking and listening skills.

▶ Encouraging sharing and tolerance. Sharing games such as Snakes and Ladders let children practice social skills and turn- taking.

3. Make a start on early literacy and numeracy skills

Some ways you can get your child ready for learning: Help them recognize their name.

▶ Share stories. Reading to your child improves their vocabulary and listening skills, and acting out stories is a great way to practice communication.

▶ Hone fine motor skills. Building hand strength, fine motor skills, and hand-eye co-ordination helps prepare your child for writing. Making Lego models, using scissors, and threading beads onto string are fun ways to develop hand strength. Drawing and colouring activities introduce your child to mark-making tools.

▶ Introduce numbers. Go on a number hunt around your local area and take pictures of any numbers you find. You could also share counting songs together or count objects as you set the table for dinner.

4. Help your child learn to concentrate

Being able to concentrate in 10–15 minute bursts will be really useful at school. Here are some ways to practise:

▶ Enjoy extended play together.

▶ Follow instructions. Giving your child simple instructions to follow helps build their concentration.

5. Talk to your child about school

Talking about the exciting things your child is going to do at school helps them get over any nerves. You could:

▶ Visit the school. Arrange a social play morning for your child at the school and a tour of the school for yourself.

▶ Talk about how fun school is! Giving your child time to talk also lets them raise any concerns or questions.

▶ Practice the school routine. It can be helpful to do a practice journey before the big day, looking for interesting things on the way. It might be a good idea to make sure your child has school-friendly bedtimes and getting-up times a few days in advance.

SCHOOL READINESS

Between the ages of four and five, children should be prepared to be separated from their parents.

▶ Children should be able to clearly demonstrate their ability to listen and follow age-appropriate instructions.

▶ Children should show an interest in a variety of subjects, paying attention to the subject or activity they are taking part in.

▶ Children should have enough of a range of vocabulary and language to express their needs, feelings, thoughts or ideas (also in their mother tongue if English is not their first language)

▶ Children should be able to identify themselves by name, age, name family members etc…

▶ To be able to interact in an age-appropriate way with another child or adult.

▶ Children should be able to interact, share and play, taking responsibility for their actions, understanding consequences for their actions.

▶ Focus on and also show interest in the work they are doing. To be able to observe, notice, discuss and ask questions about their environment and experiences.

▶ To be able to engage with books, have some understanding of words and language

▶ To be able to feed themselves during snack time and lunch. To be able to dress themselves and put on their shoes Respond to boundary setting.

▶ Vocalize their needs such as toileting, thirst, hunger illness etc…

Parents who feel they have a child who is struggling to meet some of the ‘school readiness’ requirements should contact their house doctor or pediatrician for further help and advice. All of whom are well knowledgeable to provide the early intervention required to support parents and children through the transition from toddlerhood, pre-school years and on into later childhood.

Reaching a Decision

When we observe and consider all the areas above, we must remind ourselves that we are not looking for a “perfect child” to demonstrate readiness. Rather we want to observe the gesture the child is communicating in his or her interaction with the world.

▶ Does the child’s development seem ageappropriate and give an impression of wholeness?

▶ Are the different aspects of development keeping pace with one another?

▶ What is the experience for the child?

▶ How ready is he/she to meet the world with growing confidence and competence?

Once a mutual agreement has been made a School Readiness form should be completed and signed by the parent, teacher and director.

THE FUTURE

It is important to consider each child as an individual. Their social, emotional and behavioural needs also need to be considered. Some children may have developmental delays in these areas and again, this can be supported through early intervention programmes.

You can also consider your child’s physical development. Do they have age-appropriate fine motor skills and the ability to care for themselves in dressing, toileting and eating and drinking. This then goes further into activities such as ball kicking, riding a tricycle, bicycle or using other interactive toys.

As a parent, you can encourage good communication through modelling language, explaining things, questioning, showing, encouraging and providing interactive play and engagement throughout the day.

For children who attend a pre-school or where the Early Years Foundation Stage or similar is implemented, there is ample opportunity for children to learn, grow and thrive. These settings also provide the ideal environment for identifying any potential issues that may take longer to resolve or may require professional input in order for a child to become ‘school ready’.

Phone: +31 20 820 90 91

E-mail: info.ais@ogamstelland.nl