Student Support Handbook

STUDENT SUPPORT Inclusion & Differentiation

2025 - 2029

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Student Support Handbook

CONTENTS UNDERSTANDING PASSEND ONDERWIJS

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ADMISSION OF STUDENTS WITH SUPPORT NEEDS

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IDENTIFYING AND ADDRESSING STUDENT SUPPORT NEEDS

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THE GRADUATED APPROACH TO STUDENT SUPPORT

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LEVELS OF SUPPORT

16

EXTERNAL SUPPORT SERVICES

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STUDENT FORUM MEETINGS

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

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INCLUSION AT AIS

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DIFFERENTIATION

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

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PHILOSOPHY ON REPEATING A YEAR AT AMSTELLAND INTERNATIONAL SCHOOL

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AN EARLY YEARS GUIDE ON SCHOOL READINESS

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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.

•

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

Student Support Handbook

▶ 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.

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STUDENT SUPPORT

MISSION STATEMENT

VISION 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.

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

SCHOOL VALUES:

Curiosity Community

Relationships

Agency

Responsibility

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Student Support Handbook

At Amstelland International School we welcome children

aspect of their development and learning. Children are

of all nationalities, beliefs and cultures.

able to thrive academically once their pastoral needs have been cared for. The AIS team priorities developing a close

The Amstelland International School believes that the

working relationship with a large group of professionals

well-being of our students to be the most important

which form our external student support team.

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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

CORE PRINCIPLES OF PASSEND ONDERWIJS 1. Inclusivity: The primary goal of Passend

understand the resources and strategies available to

Onderwijs is to provide a suitable place for

foster a supportive and inclusive learning environment.

every child within the regular education system.

In this first chapter, we will delve into the concept of

This means that schools are encouraged to

Passend Onderwijs, which forms the foundation of our

accommodate students with various educational

approach to inclusive education.

needs, ensuring they can participate fully in mainstream education.

WHAT IS PASSEND ONDERWIJS?

2. Customization: Education should be tailored to meet the individual needs of each student. This

Passend Onderwijs, or “Suitable Education,” is a

involves personalized teaching methods, adapted

Dutch educational framework designed to ensure

learning materials, and specialized support where

that every student receives an education tailored to

necessary.

their individual needs and abilities. Introduced in the

3. Collaboration: Schools, parents, and external

Netherlands in August 2014, Passend Onderwijs aims

support agencies work together to create the

to create an inclusive education system where schools

best possible educational environment for each

work collaboratively to support students with diverse

student. This collaborative approach ensures

educational requirements.

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.

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Student Support Handbook

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,

THE ROLE OF THE STUDENT SUPPORT TEAM (SST)

and external specialists to develop individualized

The SST at Amstelland International School plays a

support plans for students with special

vital role in implementing the principles of Passend

educational needs. These plans outline specific

Onderwijs. The team consists of experienced

goals, strategies, and interventions tailored to

professionals dedicated to supporting students’

each student’s unique requirements.

academic, social, and emotional development. The SST’s

▶ Collaborative Efforts: We emphasize the

responsibilities include:

importance of collaboration between teachers, parents, and the SST. Regular meetings and

▶ Assessment and Identification: Conducting

open communication channels ensure that all

assessments to identify students’ needs and

parties are involved in supporting the student’s

determining the appropriate level of support

educational journey.

required.

▶ Early Intervention: Early identification and

▶ Developing Support Plans: Creating personalized

intervention are key components of our

support plans in collaboration with teachers and

approach. We utilize various assessment tools

parents, outlining specific strategies and goals.

and observation techniques to identify students

▶ Monitoring and Review: Regularly monitoring

who may need additional support and implement

students’ progress and adjusting support plans as

interventions promptly.

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

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ADMISSION OF STUDENTS WITH SUPPORT NEEDS Amstelland International School (AIS) is committed

3. Detailed Application and Documentation

to providing an inclusive and supportive educational

Parents are required to complete the AIS

environment for all students. While we welcome

application form and provide detailed

students with diverse educational needs, it is important

documentation, including:

to note that we are a mainstream school, not a specialized needs institution. Our goal is to ensure that

▶ Previous school reports and academic records

every student we admit can be fairly and adequately

▶ Reports from educational psychologists or other

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

specialists, if applicable ▶ Existing IEPs or other individualized support plans ▶ Medical reports, if relevant

procedures, criteria, and commitments that guide our approach.

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

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.

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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.

Student Support Handbook

5. Decision-Making Process

7. Ongoing Support and Review

The decision to admit a student with support

For students admitted with support needs, AIS is

needs is made collaboratively by the SST, school

committed to providing continuous and adaptive

leadership, and relevant teaching staff. The

support. The SST works closely with teachers,

primary considerations include:

parents, and the student to monitor progress and make necessary adjustments to the support plan.

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

Regular reviews and open communication ensure that the student’s needs are being met effectively.

▶ The availability of resources and support services at AIS ▶ The potential impact on the student’s

8. Collaboration and Professional Development AIS values the collaboration between parents,

educational experience and the overall school

teachers, and support staff in fostering a

environment

supportive educational environment. We also invest in ongoing professional development for

AIS aims to accommodate as many students as

our staff to ensure they are equipped with the

possible within the scope of our mainstream

knowledge and skills to support students with

resources and capabilities. However, we can only

diverse needs.

admit students if we can support them fairly and provide the education they rightfully deserve.

The admission of students with support needs at Amstelland International School is a carefully considered

6. Communication with Parents

and collaborative process. By gathering comprehensive

Once a decision is made, the SST communicates

information, conducting thorough assessments, and

with the parents to discuss the outcome. If the

maintaining open communication with parents, we

student is admitted, the following steps are taken:

strive to create an inclusive and supportive learning environment for all students. Our commitment to

▶ Developing an individualized support plan tailored to the student’s needs ▶ Arranging meetings with relevant teachers and

ongoing support and professional development ensures that we are continually enhancing our capacity to meet the diverse needs of our student body.

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.

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IDENTIFYING AND ADDRESSING STUDENT SUPPORT NEEDS At Amstelland International School (AIS), we recognize

3. Learning Needs/Challenges

that each student is unique and may require different

▶ Indicators: Diagnoses such as dyslexia, ADHD,

levels and types of support to succeed academically, socially, and emotionally. The following information

or autism spectrum disorders. ▶ Support: Specialized instructional strategies,

outlines the various categories of support needs

accommodations, modifications, and

that students may exhibit and the corresponding

individualized education plans (IEPs) are

interventions and resources available to them. By

provided when possible. However, it is important

identifying and addressing these needs, we aim to create

to note that as a mainstream school, AIS may

an inclusive and supportive learning environment for all

lack the resources and one-on-one support

students.

necessary to ensure proper learning for students with significant learning disabilities.

CATEGORIES OF STUDENT SUPPORT NEEDS Students at AIS may receive support if they exhibit any of the following challenges or needs:

4. Emotional or Social Issues ▶ Indicators: Anxiety, depression, or difficulty forming relationships with peers. ▶ Support: Counselling services, social skills training, and emotional regulation strategies.

1. Academic Struggles ▶ Indicators: Difficulty understanding or completing classwork, projects, or assessments. ▶ Support: Additional instruction, differentiated teaching methods, and tailored learning

5. Communication Difficulties ▶ Indicators: Speech or language delays. ▶ Support: Speech therapy and communication aids.

materials.

6. Physical or Health-Related Needs 2. Behavioural Challenges ▶ Indicators: Disruptive behaviour, inattention, or difficulties with self-control. ▶ Support: Behavioural intervention plans,

▶ Indicators: Mobility issues, chronic health conditions, or sensory sensitivities. ▶ Support: Occupational therapy, physical therapy, health care plans, and necessary

Personal learning goals plans, counselling, and

accommodations for physical access are

classroom management strategies.

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.

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Student Support Handbook

7. English Language Learner Needs ▶ Indicators: Limited proficiency in English, requiring additional language support. ▶ Support: English Language Acquisition (ELA)

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

programs, bilingual support, and language

expectations to better suit individual learning

immersion techniques.

abilities. ▶ Speech Therapy: Interventions to improve

8. Forms of Support Available The support provided to students at AIS is tailored

speech and language skills. ▶ Occupational Therapy: Support to enhance fine

to their individual needs and can take various

motor skills, sensory processing, and daily living

forms, including:

activities.

▶ Additional Instruction: Targeted teaching

▶ ELA Programs: Specialized instruction for

sessions to address specific academic

students learning English as an additional

challenges.

language.

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

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

behavioural issues.

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THE GRADUATED APPROACH TO STUDENT SUPPORT When a child is recommended for Student Support,

2. Plan

Amstelland International School (AIS) follows a

What it means: Based on the assessment

structured approach known as the Graduated Approach.

findings, the SST develops a support plan tailored

This approach consists of four key steps: Assess, Plan,

to the student’s needs.

Do and Review.

Detailed Explanation: In the planning stage, the SST creates a support plan that outlines specific

1. Assess

goals, strategies, and interventions to address

What it means: The first step in the Graduated

the student’s needs. This plan is developed

Approach is assessment. This involves gathering

collaboratively with input from teachers, parents,

information about the student’s strengths, needs,

and, if applicable, the student. The plan may

and areas requiring support.

include:

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:

▶ 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

▶ Reviewing academic records, previous

staff, and parents in implementing the plan.

assessments, and teacher observations. ▶ Conducting formal or informal assessments to identify specific areas of concern. ▶ Gathering input from parents regarding the

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

child’s development and any concerns they may

action.

have.

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.

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Student Support Handbook

4. Review What it means: Regular review meetings and

The Graduated Approach, known as Assess-Plan-

evaluation of the support plan to determine

Do-Review, provides a structured framework

its effectiveness and make any necessary

for supporting students with diverse needs at

adjustments.

AIS. By following this approach, we ensure that

Detailed Explanation: The final step in the

support is tailored, dynamic, and responsive to

Graduated Approach is the review phase. This

each student’s individual requirements.

involves ongoing monitoring and evaluation of the support plan to assess its impact on the student’s

Collaboration between teachers, parents, and

progress. During reviews:

the SST is essential at every step to ensure the student’s success and well-being.

▶ 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.

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LEVELS OF SUPPORT At Amstelland International School (AIS), we provide

Level 2: Targeted School Support

different levels of support to meet the diverse needs

▶ Definition: Additional support for students with

of our students. Understanding these levels helps us

specific needs, building on interventions from

ensure that each student receives the appropriate

Classroom Support.

assistance to thrive academically, socially, and emotionally. This chapter outlines the three levels

Explanation: Targeted School Support involves a

of support provided by the SST: Classroom Support,

more intensive problem-solving process, building on

Targeted School Support, and Specific/Extra Support.

information gathered and interventions carried out under Classroom Support. The learning support teacher

Level 1: Classroom Support ▶ Definition: Classroom Support consists of different strategies applied in the general

takes the lead in problem-solving and coordinating further assessment, intervention, and review in consultation with the student, other staff, and parents.

classroom setting to meet the needs of all students.

Personalized Learning Plan (PLG): The personalized learning plan is shared with parents and reviewed every

Understanding the Differences: ▶ Modification: Adjusting content/curriculum to suit student needs. ▶ Accommodation: Changes in how the student accesses information.

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.

▶ Differentiation: Tailoring instruction to meet diverse learning styles.

Level 3: Specific/Extra Support ▶ Definition: Individualized support for students

Explanation: All students benefit from a well-structured

requiring more assistance, especially from

classroom. Classroom Support is about creating an

external services/agencies.

inclusive environment where every student feels valued, empowered, and motivated to learn. It lays

Explanation: The Specific/Extra Support process

the foundation for a positive learning community that

involves external professionals and support services

recognizes and celebrates the uniqueness of each

in a more detailed problem-solving process to help

student while striving for common educational goals.

the student. It applies to students whose needs are

Review: Weekly

severe and complex, and whose progress is considered inadequate despite carefully planned interventions from Classroom Support and/or Targeted School Support.

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Student Support Handbook

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EXTERNAL SUPPORT SERVICES At Amstelland International School (AIS), we are

5. Child Psychologist

committed to providing comprehensive support to meet

Role: Child psychologists assess and provide

the diverse needs of our students. In addition to the

interventions for students experiencing

support provided within the school, we collaborate with

emotional, behavioral, or social difficulties,

various external professionals and agencies to ensure

helping them cope with challenges and develop

that every student receives the necessary assistance to

coping strategies.

thrive.

In-house Support: At AIS, we have a certified and experienced staff member who serves as our

1. Speech and Language Therapist

in-house child psychologist. Counseling sessions

Role: Speech and language therapists assess

are available for students who may benefit from

and provide interventions for students with

emotional support or behavioral interventions.

communication difficulties, including speech

However, in some cases, external support may

delays, language disorders, and articulation

be recommended by the school for additional

problems.

assistance.

2. Samenwerkingsverband (Special Educational

6. Parent-Child Advisor

Needs External Agency)

Role: Parent-child advisors offer support and

Role: Samenwerkingsverband provides support

guidance to parents on parenting skills, child

and advice for schools regarding special

development, behavior management, and family

educational needs. They may assist in developing

dynamics.

support plans and accessing additional resources

In-house Support: Additionally, one of our

for students with diverse needs.

staff members at AIS is a certified Triple P trainer. Triple P (Positive Parenting Program) is a

3. GGD (Municipal Health Service)

parenting program designed to provide practical

Role: GGD professionals offer support in various

strategies and support to parents to promote

areas, including health education, preventive

positive behaviors and manage challenging

healthcare, and promoting well-being among

behaviors in children. Triple P sessions are

children and families.

available in-house for parents seeking parenting support and guidance.

4. Occupational Therapist

Triple P (Positive Parenting Program): Triple

Role: Occupational therapists help students

P is an evidence-based parenting program that

develop or regain the skills needed for daily

provides practical strategies and tools to help

activities, including fine motor skills, sensory

parents build strong, healthy relationships with

processing, and self-care tasks.

their children, promote positive behavior, and manage behavioral challenges effectively.

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Student Support Handbook

7. Kabouterhuis Primary School (Cluster School

10. Amstelronde (Municipality of Amstelveen)

for Special Educational Needs)

Role: Amstelronde is the municipal authority

Role: Kabouterhuis is a cluster school specializing

responsible for coordinating services related to

in supporting students with special educational

education, including special educational needs

needs. They may provide consultations,

support and child welfare services.

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.

O r

d Issuance of admissibility statement

O

www.amstelronde.nl|info@amstelronde.nl

Assessment director/

driver SWV Amstelronde Advice second expert in the TLV committee

Advice first expert

How do we do that?

The school is always

owner of it process and

LEVELD|REQUEST ADMISSIBILITY STATEMENT

To strive Unpleasant

unanimity

More information about the support route can be found on

organizes the additional support and

unanimous > step 13 not

tracks progress.

unanimous > step 10

Parents

as partner,

also in it support team

the website www.amstelronde.nl.

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

criteria

step 6

attestation

STEP 13-16

always becomes

Weighing of

Application permit-

LEVEL D

The student

plays a role and Reconnaissance

specialized education

concerned.

step 10

• Weighting criteria • OT unanimous -

request TLV • Involve placement expert

LEVELC|EXPLORATION SPECIALIZED EDUCATION

Evaluation of it action part

step 1 step 6

LEVEL C• STEP 9-12

Orientation Special Education or Special Primary Education

step 9

Execution action part development perspective plan

Extra support

Drafting one

• Development Perspective Plan (OPP)

statement Continuation of extra support Back to basic support

OTEvaluation

• Digital portal SWV

development perspective plan

support Team

Application for admissibility

OT

+ action part

OTEvaluation

LEVEL B

step 1

STEP 4-8

OT

step 6

Preparation support team,

fill in the SWV digital portal LEVELB|EXTRA SUPPORT

Evaluation internal

care route

STa RT

step 1 step 4

Broad base of support • Basic quality • Action-oriented working (HGW)

Internal care route

Care in the group

• Solution-oriented working (OGW) LEVEL A STEP 1-3

LEVELa|BROAD BASE OF SUPPORT

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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

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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.

Student Support Handbook

PERSONAL LEARNING GOALS (PLG) PERSONAL LEARNING PLAN (PLP) Each case is different however...

6. The relevant specialist meets (OT meeting) with the classroom teacher and our student care

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

coordinator to identify what the child requires and what the focused goals are.

7. Once all support partners are in agreement

alongside the teacher as partners supporting the

regarding the child’s Personal Learning Plan (PLP),

child in achieving their goals.

a

3. After the teacher has implemented relevant strategies supporting the PLG goals for six weeks

8. second OT meeting is set with parents present.

9. All support partners agree on a approach

and there is no significant progress made, a

implemented at school and relevant support

meeting with the student care coordinator and

implementation at the child’s home.

in some cases the school director is required to

10. Depending on the case and agreements, a bi-

identify if the child is in need of external support

weekly - every four or six weeks review meeting

(OT meeting).

will occur with all support partners present.

4. Once it has been identified that the child’s

11. Once the classroom teacher, student, parents

requires additional support, the student care

& external support specialist consider all goals

5. coordinator may send through a request to the

successfully achieved, a collective decision is

relevant external specialist.

made to close the support structure case.

Student forum

PLG or PLP

External support

STUDENT

Parents

PLGp

Parents 21

INCLUSION AT AIS The development of our students is tracked through

learning journey. Individual learning plans are created

mean of a variety of process. Their cognitive

for children who require this type of support. At AIS we

development is tracked with ongoing structured

believe that all children have the right to an individual

observations by means of data collection identifying

approach as each child has their own development

their growth according to the IPC curriculum milestones

path and learning style. Physical, emotional and social

set pers developmental phase. Summative and

needs are equally recognized throughout the child’s

formative assessments are applied throughout their

development at AIS.

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

INCLUSION

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

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

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

Student Support Handbook

The AIS teaching team aspire to ongoing development

AIS is a mainstream school and does not have the

of their own knowledge regarding special educational

facilities, resources, human resources or ambition to

needs. Our Student care coordinator aspires to develop

become a special educational needs school. The school

a bank of information accessible for the teaching team

can provide care and support relevant to Dutch law.

at all times. Specialists will be invited to share best

Whenever an individual support case exceeds the

practice with the teaching team on a regular basis. A

available resources at AIS, parents will be carefully

close working relationship between the school and

guided towards the best suited form of education

external agencies is fundamental to ensure a powerful

available to the child.

and detailed support structure around the child. AIS is working towards developing parent workshops relevant

The AIS are fortunately to have teaching assistants in

to the frequently asked questions and culturally sensitive

the group 0, 1, 2 & parttime in group 3. Our teaching

matters that require a compassionate approach when

assistants are not special educational needs specialists.

creating awareness.

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

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DIFFERENTIATION At Amstelland International School (AIS), we are dedicated to creating a learning environment that fosters

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

curiosity, creativity, and resilience in our students.

Differentiation is a key strategy we use to achieve this

3. Development of a Preliminary Plan

goal. By tailoring our teaching methods to meet the

▶ SST and teacher develop a preliminary plan

diverse needs and abilities of our students, we ensure

outlining the benefits and challenges of

that each child can thrive and reach their full potential.

moving the student to a higher grade for math

This chapter outlines our approach to differentiation,

lessons.

particularly in our numeracy program, and explains the process for allowing a younger student to join a higher

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

grade for math lessons.

4. Meeting with Parents

NUMERACY PROGRAM

▶ Teacher and SST meet with the student’s

Our current numeracy program is designed to stimulate

▶ Parents provide input and express any

students’ understanding of mathematical concepts

parents to discuss the proposed plan. concerns or preferences.

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.

▶ 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.

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).

24

5. Trial Period

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.

Student Support Handbook

This decision-making process ensures that

Differentiation is a cornerstone of our

moving a student to a higher grade for

educational approach at AIS. By providing

math lessons is in the best interest of their

tailored support and opportunities for our

academic, social, and emotional development.

students, we foster an environment where every

By involving teachers, the SST, parents, and

child can excel and develop the skills needed to

school leadership, we ensure a comprehensive

become lifelong learners and future leaders.

approach that supports the student’s overall growth and success.

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Student Support Handbook

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.

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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.

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Student Support Handbook

PHILOSOPHY ON REPEATING A YEAR AT AMSTELLAND INTERNATIONAL SCHOOL VISION, MISSION, AND VALUES

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

At Amstelland International School (AIS), we are committed to fostering an inclusive and dynamic

2. Academic Underperformance Despite

learning environment that encourages every student

Interventions

to achieve their full potential. Guided by our vision

Explanation: If a student consistently

to inspire curiosity, creativity, and a passion for

underperforms academically despite receiving

learning, and our mission to cultivate globally-minded,

additional support and interventions such

empathetic, and resilient individuals, we ensure that

as tutoring, differentiated instruction, and

every decision is made with the student’s best interests

personalized learning plans, it may indicate

in mind. Our core

that they need more time to develop essential skills. Repeating a year can give the student

values of respect, responsibility, and excellence underpin

the opportunity to build their knowledge and

our approach to education and student development.

confidence, leading to better long-term academic outcomes. This decision is made after careful

EXCEPTIONAL CIRCUMSTANCES FOR REPEATING A YEAR

evaluation and continuous monitoring of the

Only in exceptional circumstances might we consider

3. Social and Emotional Development Concerns

the option of a student repeating a year. This decision

Explanation: If a student is experiencing

is never taken lightly and involves a comprehensive

significant social or emotional difficulties that are

discussion with parents, teachers, and our school

impacting their ability to learn and interact with

counselor. The primary criterion for repeating a year is

peers, repeating a year might be beneficial. This

that it should offer clear personal or academic benefits

could include issues such as anxiety, depression,

to the student.

or difficulty adjusting to the school environment.

student’s progress.

By repeating the year, the student can receive

CRITERIA FOR REPEATING A YEAR

additional support to develop coping strategies and social skills in a familiar setting, promoting a healthier school.

1. Extended Absenteeism Due to Health Issues Explanation: If a student has been absent for a

4. Developmental Readiness

significant portion of the academic year due to

Explanation: Sometimes, a student may not

chronic illness, hospitalization, or other serious

be developmentally ready to move on to the

health conditions, they may not have been able

next grade level. This can be due to a variety of

to keep up with the curriculum. Repeating the

reasons, such as immature behavior, or difficulty

year can provide them with the necessary time to

with executive functioning skills like organization

catch up on missed content, ensuring they have a

and time management. Repeating a year can

strong foundation in their studies. This approach

provide these students with additional time

allows the student to fully grasp essential

to mature and develop the necessary skills to

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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

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.

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.

At Amstelland International School, we are committed to fostering an inclusive, supportive,

6. Timing of the Decision

and holistic educational environment for all our

It is crucial that concerns and the possibility of

students. The decision to repeat a year is never

repeating a year are discussed with parents well

taken lightly and is always made with the utmost

in advance. Multiple discussions may be necessary

care and consideration for the child’s overall

to ensure transparency and understanding. The

development and well-being. By collaborating

final decision will be made by the first week in

closely with parents, teachers, and the Student

May at the latest, ensuring parents are not caught

Support Team, we ensure that every decision

by surprise.

reflects our dedication to each child’s unique needs and potential. Together, we strive to

7. Implementation and Support When a decision is made for a student to repeat

create a nurturing community where every student can thrive and succeed.

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.

"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

30

Student Support Handbook

Here is a table outlining different types of support

whether a referral is needed, and who is responsible for

students can receive at Amstelland International School

providing the support.

(AIS), along with the corresponding level of support,

Support Area

Type of Support

Level of Support

Referral Needed

Responsible

Academic Support

Small Group Instruction

Level 2: Targeted School Support

Yes

Classroom Teacher, Learning Support Teacher

Differentiated Learning Activities

Level 1: Classroom Support

No

Classroom Teacher

Personalized Learning Goals Plans

Level 2: Targeted School Support

Yes

Classroom Teacher Learning Support Teacher Head of Student Support

Personal Learning Goals Plan Behavior Intervention Plans

Level 2: Targeted School Support

Yes

Classroom teacher Learning Support Teacher Head of Student Support

Social Skills Groups

Level 2: Targeted School Support

Yes

Student Support team School Counselor

Positive Reinforcement Systems

Level 1: Classroom Support

No

Classroom Teacher

Regulations of emotions Strategies

Level 2: Targeted School Support

No

School Counselor Student Support team

Counseling Sessions

Level 3: Specific/ Extra Support

Yes

School Counselor

Emotional Regulation Techniques

Level 2: Targeted School Support

No

Student Support team School Counselor

Mindfulness Practices

Level 1: Classroom Support

No

Classroom Teacher

English Language Acquisition (ELA) Support

Level 2: Targeted School Support

Yes

EAL Teacher

Language Development Workshops

Level 1: Classroom Support

No

Speech and Language Therapy

Level 3: Specific/ Extra Support

Yes

Speech Therapist

Individual Education Plans (IEPs)

Level 3: Specific/ Extra Support

Yes

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

Assistive Technology

Level 2: Targeted School Support

Yes

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

Access to Specialized Therapies

Level 3: Specific/ Extra Support

Yes

External Therapists

Social Integration Activities

Level 2: Targeted School Support

Yes

Student Support team, School Counselor

Behavioral Support

Emotional Support

Language Support

Special Educational Needs

Social Support

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32

Student Support Handbook

CLASSROOM SUPPORT

Email: info.ais@ogamstelland.nl Website: https://amstelland-international-school.nl/ Tel: 020 820 9091 Address: Asserring 93, 1187 SM

33

educational needs of individual students’ who require

2. INFORMATION GATHERING AND ASSESSMENT

approaches to learning and/or behaviour within the

The teacher will need to gather information to make an

classroom which are additional to or different from

initial assessment of the students’ additional or special

those required by other students’. The class teacher has

educational needs including the strengths and particular

responsibility for interventions at this level.

talents which the student may have. This information will

Classroom Support involves a problem solving process which focuses on identifying and addressing the

be used when planning. Some teachers might collect the

1. THE PROCESS

following types of information during this phase of the classroom support process:

The Starting Point: The starting point for the Classroom Support process is when a teacher, parent or other

1. IN THE CLASSROOM: Review of the learning.

professional expresses a concern about a student

Samples of work, Observations of the students’

in school. Any indications that a student may have

learning and behaviour.

additional educational needs should be explored and

2. FROM THE STUDENT: Personal experience/

addressed. Concerns may relate to learning and /or

perception of any difficulty (in an age-appropriate

social, emotional and behavioural difficulties which may

way) Views about what currently helps and

affect the students’ ability to progress at the same rate

additional actions/strategies, which they feel may

as their peers. These difficulties may also be identified

help.

by the class teacher through observation or assessment

3. FROM THE PARENTS: Information on the

procedures. Sometimes parents approach the class

students’ health and development.

teacher with concerns about their child’s progress.

Different things which may be contributing to any

Regardless of the source of the concern it may be useful

difficulty. Information on the students’ learning

to consider the following questions before deciding to

and behaviour in school and at home. Views on

initiate the Classroom Support process:

what they think may help.

4. FROM OTHER SOURCES: Information from other

▶ 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?

34

schools, preschools and programmes attended.

Student Support Handbook

3. PLANNING AND INTERVENTION

4. THE REVIEW PROCESS

Following an initial assessment of the students’ needs,

class teacher, learning support teacher, SST Coordinator,

the teacher will meet the student’s parents. A simple

parents and student (in an age-appropriate manner) and

plan(PLG) will be drawn up which outlines the students’

should focus on:

A review of Classroom Support actions may involve the

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.

▶ the students’ response to learning/behavioural interventions ▶ progress made by the student ▶ the effectiveness of the actions taken

ACTIONS MAY INCLUDE: ▶ specific classroom strategies to be used

▶ suggested next steps The outcomes of the review process may be:

▶ use of individualized teaching methodologies and/ or curriculum delivery ▶ a focus on the individual needs of the student

1. THE STUDENT CONTINUES TO HAVE A PLG If, the parents and teacher consider that the

within whole class interventions e.g. Circle Time or

student is making progress towards the targets

small group activities

set, it may be decided to continue with the same plan. A date for a further review should then be

The PLG (Personal Learning Goals plan) should include

agreed to ensure progress is maintained.

a review date. For example; the timing of the review

If, however, the parents and teacher consider

should take into account the nature of the proposed

that the students’ progress towards the targets

interventions, the time needed to implement them and

set is less than expected, the reasons for this

the period after which it might reasonably be expected

will need to be considered. Revised targets and

that a positive change would have occurred.

adjustments to the strategies tried may be agreed and if necessary, a new PLG is drawn up. A date

For the classroom teacher, the basic components at this

for a further review should then be agreed.

level are essentially: 2. THE STUDENT NO LONGER REQUIRES A PLG. ▶ Informing the parents,SST Coordinator and the

If progress remains satisfactory after a number

learning support teacher of concerns about a

of reviews by the teacher and parents, no further

student.

PLG may be necessary. Strategies which have

▶ developing an individual approach to learning and/or behaviour which may include adapting

been helpful may now be a routine part of the approach used with the child.

the learning environment and/or further differentiating the curriculum.

3. SCHOOL SUPPORT IS INITIATED

▶ monitoring the students’ response over time, and

If, after reviews and adjustments to the PLG, it is

involving the student and the parents in this

agreed that the student is not making adequate

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

progress, it may be decided that the School Support process is initiated. (LEVEL 2)

35

ROLES AND RESPONSIBIITIES ▶ THE CLASS TEACHER

▶ SST COORDINATOR The SST Coordinator role is to note, in line with the school SST policy, the fact that a Classroom

The class teacher communicates with the parents

Support process is being put in place. The

regarding the decision to initiate the Classroom

SST Coordinator also meets with the Learning

Support process (this means a PLG will be made).

Support teacher regularly so that the Learning

The class teacher will generally act as coordinator

Support Teacher can provide feedback on the

throughout the problem solving process in

effectiveness of the support process. Regular

consultation with the student and his/her parents.

meetings ensure that support efforts are well-

The class teacher may also seek advice from the

coordinated. The Learning Support Teacher

SST Coordinator and the learning support teacher.

can provide insights into the specific needs of

He or she should maintain a record of relevant

students, and the SST coordinator can help

information which will be used should more

align those needs with available resources and

detailed problem solving be required at School

interventions.

Support level. ▶ OTHER PROFESSIONALS ▶ LEARNING SUPPORT TEACHER The role of the learning support teacher

Psychologists, ELA teachers, Speech and Language

is to provide advice and resources to the

Therapists, etc may be involved indirectly, offering

class teacher which will assist him/her in the

consultation or advice in relation to appropriate

assessment process and in the development of

approaches for students’ presenting with early

classroom and, where appropriate, home based

difficulties.

interventions for the student.

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Other professionals such as Educational

Student Support Handbook

SUPPORT IN THE CLASSROOM FLOW CHART Starting Point Concern is expressed by parent/teacher

Teacher considers...

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

YES

NO

Classroom Support Process

Continue with

Proceed with Classroom Support Process. The class teacher completes

differentiated teaching

collecting information & Assessments (see Classroom Support Checklist).

approaches

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

Redefine Problem and review PLG Plan

Planning and Intervention Continue at The decision is made too...

Classroom Support Level

Begin School Support Process

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SUPPORT IN THE CLASSROOM CHECKLIST Name of student:

38

| Group: 1

| Date: September 2023

1. General information

Checked

Comments

Spoke to parents

yes

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

Information from previous school/preschool gathered

yes

None

Hearing

yes

Difficulties in past. Late to speak.

Started using hearing aids. Monitored at hospital

Vision

yes

Fine. Neither parent nor teacher report concerns

Medical Needs

yes

N/A

Basic Needs checklist completed

no

N/A

Assessment of learning

yes

Observation of learning style

yes

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.

Observation of behaviour

yes

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

Interview with student

no

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

Classroom work differentiated

yes

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

Learning environment adapted

yes

Moved him to the front of the class facing teacher

Playground/school environments adapted

no

N/A

Informal consultation with outside professionals

no

Parents to request information from speech and language therapist.

2. Action needed

yes

Classroom Support Plan (PLG)

3. Actions agreed with parents and relevant staff

yes

Classroom Support Plan agreed (PLG)

(yes/no)

Student Support Handbook

TARGETED SCHOOL SUPPORT

Email: info.ais@ogamstelland.nl Website: https://amstelland-international-school.nl/ Tel: 020 820 9091 Address: Asserring 93, 1187 SM Amstelveen

39

Targeted School Support involves a more intensive

2. FROM INDIVIDUAL ASSESSMENTS CARRIED OUT

problem solving process, building on information

BY LEARNING SUPPORT AND CLASS TEACHERS

gathered and interventions carried out under Classroom

may include any, or all, of the following:

Support. While the class teacher retains overall

▶ Results of assessments

responsibility for the student’s learning, the learning

▶ Observation of learning style

support teacher will be involved at this stage. The

▶ Observation of students behaviour in the

learning support teacher will generally take the lead in

classroom and in informal settings such as the

problem solving and in coordinating further assessment,

playground.

intervention and review in consultation with the student, other staff and parents.

3. FROM THE PARENTS ▶ Current information on the student’s health

1. THE PROCESS STARTING POINT During the review of a student PLG,the decision may be

and development, including any medical assessments ▶ Information on and perceptions of the students learning and behaviour in school and at home

made by the class teacher, learner support teacher and

▶ Factors which may be contributing to any

parents to initiate the Targeted School Support process.

difficulty and/or lack of adequate progress

This decision is taken when interventions which are additional to, or different from, those provided within

▶ Views on additional measures that they consider may help

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.

4. FROM THE STUDENT ▶ Personal perception of any difficulty (in an ageappropriate way) ▶ Views about what currently helps

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.

40

▶ 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

Student Support Handbook

3. PLANNING AND INTERVENTION

▶ group and paired work (including e.g. paired

Following information gathered and assessment, the

▶ specialists teachers involved in implementing

teacher, will meet the students’ parents. A PLG plan will

reading, buddy systems, mentoring programme) ▶ materials / equipment needed different aspects of the plan

be created which will set out the nature of the student’s

▶ additional provision and frequency of this support

learning difficulties, define specific teaching, learning and

▶ parental involvement and support at home,

behavioural targets and set a timescale for review. The

agreed with the parents

plan should for the most part be implemented within the

▶ medical, speech and language therapy etc

normal classroom setting in addition with school based

▶ review date

intervention programmes. Home based actions may also be included.

Essentially Targeted School Support level involves all the components from the Classroom Support Level plus

The Targeted School Support Plan could include:

additional support and / or focused teaching time. (e.g. from the learning support)

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

Depending on the nature of the needs and on the school

difficulties

context, the additional teaching might be within a small

▶ targets to be achieved within a given time frame

group or individual or a combination of both either in

▶ actions to support the student in achieving those

class or out of the class. The Targeted School Support

targets: (within class and within school)

process is coordinated by the learning support teacher.

▶ counselling Sessions

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4. THE REVIEW PROCESS

3. THE TARGETED SCHOOL SUPPORT PLUS PROCESS IS INITIATED

The SST Coordinator or learning support teacher will

If a review of a Targeted School Support Plan

arrange a review meeting, between the teachers and

indicates that the student s difficulties continue to

parents.

create a significant barrier to their learning and/or socialization, then the student s needs should be

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

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.

Plan ▶ The parents views on progress made at home in

THE SST COORDINATOR/THE LEARNING SUPPORT

supporting the student in the ways agreed in the

TEACHER

Targeted School Support Plan

The SST Coordinator and learning support teacher takes

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

the lead role and continues to consult with the staff, the student and his/her parents throughout the process.

▶ Additional information or advice based on the

Having obtained parental consent, the SST Coordinator

observation of the students’ response to the

records the decision to implement a Targeted School

teaching and management strategies, which may

Support Plan. A file should be maintained containing

inform future planning

records in relation to assessment, intervention and

▶ Agreed next steps The outcomes of the review process may be:

reviews.

THE LEARNING SUPPORT TEACHER The learning support teacher will be involved in the

1. THE STUDENT CONTINUES TO HAVE A

problem solving process or in providing additional

TARGETED SCHOOL SUPPORT PLAN

support. The learning support teacher should continue

If progress remains satisfactory after review, but it

to maintain a record of relevant information which

may be decided to continue with the plan in order

would provide a basis for more detailed problem solving

to maintain the progress made, with an agreed

if required at Specific Extra Support level.

date for review of the need for continuation.

OTHER PROFESSIONALS 2. INTERVENTION FOR THE STUDENT REVERTS

Other professionals such as Educational Psychologists,

TO THE CLASSROOM WITH A CLASSROOM

Speech and Language Therapists, etc may provide a

SUPPORT PLAN

consultation service to teachers. They may also give

If progress remains satisfactory, it may be decided

advice in relation to appropriate assessment and

after one or a number of reviews that the student

intervention approaches for particular students without

no longer needs a Targeted School Support Plan

necessarily working directly with the student.

and a Classroom Support plan may be agreed.

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Student Support Handbook

TARGETED SCHOOL SUPPORT FLOW CHART Starting Point The class teacher and learning support teacher both review the

Agree and Implement Classroom

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

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

Redefine Problem and review targeted School Support PLG Plan

Targeted School Support PLG Plan is reviewed Discontinue Targeted School Support Plan

And a decision is made too...

Continue at Targeted School Support Level

Begin Specific Extra Support Process

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44

Student Support Handbook

SPECIFIC/ EXTRA SUPPORT

Email: info.ais@ogamstelland.nl Website: https://amstelland-international-school.nl/ Tel: 020 820 9091 Address: Asserring 93, 1187 SM Amstelveen

45

Specific Extra Support process will generally involve

3. CONSULTATION

external professionals and support services in a more

▶ Parents

detailed problem solving process to help the student.

How do they feel about the interventions

This support applies to those students whose needs

which have been tried? Are they in agreement

are enduring and/or severe and complex and whose

with initiating this process?

progress is considered inadequate despite carefully

▶ The Student

planned and reviewed interventions detailed the

What are the students views (in an age/

Personal Learning Goal Plans.

developmental stage-appropriate manner) about the interventions and supports tried?

1. THE PROCESS

What are their perception of problem? ▶ Teachers

Starting Point: Students needing support at this level

Have all teachers working with the student

will have their needs and interventions detailed and

been consulted? What are their views about

monitored through an (IEP) Individual Education Plan.

the effectiveness of the interventions and

The Specific Extra support process will be initiated if, in

supports already provided?

reviewing the School Support Plan, it is agreed that the student is not making adequate progress.

▶ External Professionals Has the advice of external professionals been tried regarding interventions at Classroom and

Because this process may often lead to more intrusive

Targeted School Support level or in relation to

and individualized assessment and provision for

initiating this process?

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?

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Student Support Handbook

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.

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4. THE REVIEW PROCESS

▶ If the student s progress continues to be satisfactory, then those individuals involved may

The Learning Support teacher should organize the

decide that the student no longer needs the

review process. Parents should be invited to contribute

intensive level of support being provided and

to this review. Outside professionals and the specialist

would be able to cope with the greater part of

teachers should be involved as appropriate or if

classroom tasks with some additional support.

necessary.

In this case it may be decided that the students’ needs may be met by having a Targeted School

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.

THE STUDENT NO LONGER REQUIRES INTERVENTION AT SPECIFIC EXTRA SUPPORT LEVEL

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Support in place.

Student Support Handbook

ROLES AND RESPONSIBILITIES

THE STUDENT SUPPORT COORDINATOR

THE CLASS TEACHER

Having obtained parental consent, the Student Support

The class teacher contributes to assessment and

Support process. In line with best practice the SST

planning and remains responsible for working with

Coordinator should ensure that there is a file containing

the student in the classroom and providing/ensuring

records in relation to consent for the involvement

classroom supports.

of external professionals, the assessment process,

Coordinator records the initiation of the Specific Extra

interventions, reviews and records of earlier school and

THE LEARNING SUPPORT TEACHER

classroom support processes.

The Learning Support Teacher will usually be involved

OTHER PROFESSIONALS

in both the assessment and intervention process. The ng Support teacher may provide additional support

Other professionals such as Educational Psychologists,

either on a withdrawal basis or through class support. At

Speech and Language Therapists etc…may be involved in

this level it is possible that there will be more than one

providing advice through a range of direct and indirect

supporting teacher involved with the student.

assessment approaches and in providing support to individual students and/or their teachers, including

Once the process is initiated the learning support

contributing to intervention plans for individual students.

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.

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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

Stop using IEP

is agreed with the student and parents and implemented by class and supporting teachers in school

Redefine Problem and review individual Education Plan

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...

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Continue at Specific Extra Support Level

Student Support Handbook

DIFFERENTIATION

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

Children learn differently. They have different

▶ Use pictures to support understanding

learning rates and styles of learning. Different

▶ Allow a few seconds thinking time for oral

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

responses ▶ Ensure students have a clear understanding of what they have to do and why. ▶ Ask students who have difficulty following

show their understanding in this form. Some

instructions to repeat them back to teacher or a

children remember what they hear (they have

partner.

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

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

doing the task and to start it themselves before

▶ Having different levels of difficulty within a task.

understanding it.

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

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.

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

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

Planning and preparation are needed and children may

product.

need to be taught to work in groups successfully. Expect

▶ Clarify and shorten instructions- one piece of

higher noise levels.

information at a time.

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O r

d Issuance of admissibility statement

O

Assessment director/

driver SWV Amstelronde Advice second expert in the TLV committee

Advice first expert

How do we do that?

LEVELD|REQUEST ADMISSIBILITY STATEMENT

To strive Unpleasant

unanimity

More information about the support route can be found on

unanimous > step 13 not unanimous > step 10

the website www.amstelronde.nl.

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

Evaluation of it action part

step 1 step 6 step 9

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 LEVELB|EXTRA SUPPORT

Evaluation internal

care route

STa RT

Internal care route

Care in the group LEVELa|BROAD BASE OF SUPPORT

52

step 1 step 4

Student Support Handbook

www.amstelronde.nl|info@amstelronde.nl

The school is always

owner of it process and

organizes the additional support and

tracks progress.

Parents

as partner,

also in it support team Application permit-

LEVEL D

attestation

STEP 13-16

The student

plays a role and always becomes

Reconnaissance

concerned.

specialized education • Weighting criteria • OT unanimous -

request TLV • Involve placement expert

LEVEL C• STEP 9-12

Orientation Special Education or Special Primary Education

Application for admissibility

OT

Extra support

statement Continuation of extra support Back to basic support

OTEvaluation

• Digital portal SWV • Development Perspective Plan (OPP)

+ action part

OTEvaluation

LEVEL B STEP 4-8

OT

Broad base of support • Basic quality • Action-oriented working (HGW) • Solution-oriented working (OGW) LEVEL A STEP 1-3

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Advantages of group work

Setting Details: There may be sections for setting descriptions, where students can jot down

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

information about where and when the story takes place.

▶ Promotes collaborative and co-operative learning

Beginning, Middle, and End: They might include

▶ Enjoyable

prompts like “Once upon a time...” for the

▶ Encourages involvement in learning

beginning, “Next...” for the middle, and “Finally...” for the end.

Differentiation by Output: quality, quantity

Illustrations: Space may be provided for students

and how students will respond

to draw pictures or illustrate key scenes in their

Using open ended tasks can result in a variety of ways

stories, helping them visualize and enhance their

of doing the same activity some of which will be more

narratives.

developed than others. Giving children opportunities to record work in different ways e.g. instead of lots of

▶ Rearranging sentences

written answers the following suggestions might be

▶ Drawing lines to join question to answer

helpful:

▶ Sequencing written sentences/ paragraphs (cut & stick)

▶ Close procedures

▶ Sequencing cartoons with key words

▶ Yes/No

▶ Drawing the main idea

▶ True/False

▶ Verbal responses to partner or teacher

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

▶ Colouring in correct answers

sentence to the end ▶ Writing frames for story writing e.g.:

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▶ Record response on tape

Student Support Handbook

STARTING SCHOOL AN EARLY YEARS GUIDE ON SCHOOL READINESS

55

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

▶ Independent in toileting Able to dress themselves

▶ Spending time with your children

▶ Understands expected levels of behaviour Can

▶ Creating routines ▶ Encouraging and answering questions from your children to develop their communication skills. ▶ Engaging in reading and counting activities

take turns and share ▶ Can sit still for a period of time ▶ Can separate from parents without emotional tantrums.

▶ Familiarize children with the world around them

▶ Communication and language skills needed to

▶ Promoting playdates that helps to develop social

communicate needs and listen to others

and emotional skills ▶ Encouraging responsibility and independence

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

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

Student Support Handbook

GETTING READY TO START SCHOOL

▶ Organizing play dates.

Starting school can be daunting for you and your child,

▶ Practicing conversations. Giving your child

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

but it marks the start of an exciting new chapter. Before

time to talk – and also having time when they

you know it, your child will be making friends, learning

have to listen – teaches vital speaking and

new skills, and becoming increasingly independent.

listening skills. ▶ Encouraging sharing and tolerance. Sharing

Here are five top tips to help with this transition:

games such as Snakes and Ladders let children practice social skills and turn- taking.

1. Support your child's independence The most useful thing you can do to get your

3. Make a start on early literacy and numeracy

child ready for school is to make sure they are

skills

comfortable doing simple tasks by themselves.

Some ways you can get your child ready for

This includes:

learning: Help them recognize their name.

▶ Going to the toilet. Getting dressed.

▶ Share stories. Reading to your child improves

▶ Putting on shoes. Please choose for shoes with Velcro fasteners if possible. ▶ Eating. This includes using a fork & spoon,

their vocabulary and listening skills, and acting out stories is a great way to practice communication.

opening their lunchbox, and being able

▶ Hone fine motor skills. Building hand strength,

to open everything in the lunchbox (some

fine motor skills, and hand-eye co-ordination

yoghurt and cheese tubes and drink cartons

helps prepare your child for writing. Making

can be tricky).

Lego models, using scissors, and threading

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

beads onto string are fun ways to develop hand strength. Drawing and colouring activities introduce your child to mark-making

2. Build up your child’s social skills Learning in a classroom is a social activity.

tools. ▶ Introduce numbers. Go on a number hunt

Children learn and develop by playing alongside

around your local area and take pictures of

their peers, and they will make better progress

any numbers you find. You could also share

if they are happy mixing with other children and

counting songs together or count objects as

adults. You can encourage this by:

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.

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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

▶ To be able to engage with books, have some understanding of words and language ▶ To be able to feed themselves during snack time

nerves. You could:

and lunch. To be able to dress themselves and put

▶ Visit the school. Arrange a social play morning

on their shoes Respond to boundary setting.

for your child at the school and a tour of the school for yourself.

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

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

Parents who feel they have a child who is struggling

or questions.

to meet some of the ‘school readiness’ requirements

▶ Practice the school routine. It can be helpful

should contact their house doctor or pediatrician

to do a practice journey before the big day,

for further help and advice. All of whom are well

looking for interesting things on the way. It

knowledgeable to provide the early intervention required

might be a good idea to make sure your child

to support parents and children through the transition

has school-friendly bedtimes and getting-up

from toddlerhood, pre-school years and on into later

times a few days in advance.

childhood.

SCHOOL READINESS

Reaching a Decision

Between the ages of four and five, children should be

must remind ourselves that we are not looking for a

prepared to be separated from their parents.

“perfect child” to demonstrate readiness. Rather we want

When we observe and consider all the areas above, we

to observe the gesture the child is communicating in his ▶ Children should be able to clearly demonstrate

or her interaction with the world.

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

▶ 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?

vocabulary and language to express their needs,

▶ How ready is he/she to meet the world with

feelings, thoughts or ideas (also in their mother

growing confidence and competence?

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.

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

Student Support Handbook

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’.

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Amstelland International School Asserring 93 1187 SM Amstelveen Phone: +31 20 820 90 91 E-mail: info.ais@ogamstelland.nl

www.amstelland-international-school.nl