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Learning Support Program Components
Observation and Monitoring
These students have a Learning Support Document where their specific learning style, including
strengths and challenges are provided to their teaching team. This document also suggests possible
strategies, and accommodations that may assist in student learning and help them demonstrate their
knowledge and skills through assessment. Progress monitoring is completed via classroom assess-
ments and twice yearly MAPS testing. Individual teaching teams are informed of changes and up-
dates and liaison with the learning support department is based on the individual needs of each stu-
dent.
In Class Support
Learning support teachers work in collaboration with class/subject teachers to provide intervention
within the regular class instruction. This assists students by ensuring their understanding of content
and processes, curriculum homework expectations and assist in promoting appropriate classroom
behaviours. Progress monitoring is completed via classroom assessments and twice yearly MAPS
testing.
Learning Support Lessons (Pull Out Support or Intensive Instruction)
Students may attend Learning Support lessons to work on identified challenges to learning. The les-
sons may be small group or individual to address specific skills and knowledge identifies by the re-
ferral process or via progress monitoring, and may also include curriculum assistance, pre-teaching
of concepts and homework assistance. Student goals are designed by both learning support and
class/subject teachers and documented on the student’s IEP. These goals are reviewed and report-
ed on each quarter and new goals are set. Progress monitoring is completed via the STAR 360 pro-
gram (reading and math) on a monthly basis, learning support observations and student work, class-
room assessments and twice yearly MAPS testing.
Assessment Accommodations
All assessment accommodations follow IB guidelines in the IBO publications:
a. Candidates with Special Assessment Needs
b. Candidates with Assessment Access Requirements
c. Learning Diversity in IB Programmes
Student’s ability to access and complete assessment is evaluated based on their individual learning
needs. The information is shared with teachers, parents and students. All accommodations are to
ensure that students with learning disabilities or learning difficulties are equitable and promote fair-
ness where their individual learning challenges may disadvantage their ability to demonstrating
knowledge, skills and/or understanding.