Learning Support

ICS Paris provides interventions, as well as mild to moderate levels of academic support.

The program is broken down into three levels of learning support.

Level 1

• The student receives learning support up to 2 sessions weekly in a group of 4 to 5 students for 50 minutes each
• The student may benefit from accommodations (changes to the environment that enables the student to access instruction)
• The student participates in all academic classes as expected, with regular progress monitoring

Level 2

• The student receives learning support up to 2 sessions weekly in a group of 2 to 3 students for 50 minutes each
• The student may benefit from accommodations (changes to the environment that enables the student to access instruction)
• The student may benefit from alterations that change expectations (modifications)

Level 3

• The student receives learning support in individual setting in class and/or on campus but outside classroom up to 2 sessions weekly for 50 minutes each
• The student typically benefits from accommodations (changes to the environment that enables the student to access instruction)
• The student may benefit from modifications

The delivery of service for learning support depends on individual student’s needs.

Service delivery may include one or a combination of the following:

• Consultation
• In-class support
• Small group instruction
• Individualized instruction

The level of support depends on the identified learning needs.

Support may include one or a combination of the following:

• Literacy support (reading and writing)
• Math support
• Study and organizational skills
• Social skills

We can welcome external providers like speech and language therapists (ST), occupational therapists (OT) and physical therapists (PT) to conduct their services at school during school hours, which is paid directly by parents to the service provider.

Psycho-educational evaluations may be requested in order to identify learning or developmental needs. They also provide information that is important in identifying instructional techniques based on individual strengths and struggles. Psycho-educational testing typically consists of formal cognitive and academic testing as core assessments. Additional assessments may be requested based on specific concerns.

The need for psycho-educational assessments is determined on a case-by-case basis. Outside agencies in the community will be recommended for assessments.

A detailed Individual Learning Plan (ILP) is created for each student who receives a multi disciplinary approach, outlining clear objectives to be achieved through the academic year. The ILP will be created with the parents and external therapist (ST, OT and PT) . ILP meetings will be held three times in an academic year: October, February and June.

For Level 1, 2 and 3 goals and objectives will be shared with the parents. Meetings will be held with parents twice a year, December and June.

Each application to the Learning Support Programme is thoroughly reviewed by the Head of Student Support, an Admissions Officer, and respective Principals. All admission decisions are informed by and contingent upon the match between the student’s needs and the level of services available at ICS Paris.

The school provides a robust enrolment process. Parents are encouraged to inform the school during the enrolment process of their child’s challenges or difficulties by completing the admission form and providing supporting documents eg: assessment reports etc. If the school identifies the need for the student through observation and internal assessment, parents will be contacted to further investigate from an external agency. Outside Assessment is encouraged and recommendations will be implemented within the school learning environment.

We ensure that our students have the opportunity to access comprehensive and consistent support for the duration of their academic studies. We support students from Pre-school to IB on their academic, emotional, social and behavioural challenges. Our support is available to any student with a diagnosed disability or long-term medical condition, which may include, but is not limited to, the following categories:

• Specific learning difficulties including Dyslexia
• Autistic spectrum disorder including Asperger’s Syndrome
• Mental health conditions

Students with SEN may be considered as having one or more of the following areas of need:

• Communication and interaction, such as speech, language and communication needs, as well as students with autism or autistic tendencies who experience difficulties communicating and interacting socially (for this policy, this excludes pupils who have English as an additional language);
• Cognition and learning, such as dyslexia, dyscalculia and dyspraxia;
• Social, emotional and mental health difficulties, such as attention deficit disorder (ADD) and attention deficit hyperactive disorder (ADHD).

Students using the Learning Support must be prepared to work diligently and to put maximum effort into their own learning.  Lessons in the LS are held during the school day. Whilst we aim to ensure that there is minimum disruption to your child’s schooling, we reserve the right to decide which classes students are removed from and we will liaise with teachers to help students catch up.