From Nursery to Grade 12, we manage student achievement and holistic development on a number of levels. We have developed a comprehension program for early intervention and follow up support for academic gaps (both remediation and acceleration), emotional and social challenges and other developmental issues. Our Inclusion Policy provides for observation and assessment protocols, extensive and frequent conferencing with parents and, when required, intervention with a special educator and therapists.
We keep a close watch on new entrants, particularly for the first six months, to ensure that they adjust. This includes academic observation as well as a session with the counsellor and class teachers. Since evidence clearly establishes both effectiveness and urgency of early intervention, any concern particularly with the youngest students gets escalated to the level of the programme leader and counselling team so that steps to support the student can be taken when the child is at an age when s/he is most responsive to corrective measures, such as speech and occupational therapy or numeracy and literacy support.
When a concern is raised by a teacher or parent that a student may require additional support, we refer the student to a qualified clinical psychologist to conduct a full assessment and to file a report with both the parents and the school. If it is determined that the student has a learning disability or special need of any kind, the special educators immediately develop an Individualised Educational Programme (IEP) for the child which includes one-on-one or small group interventions plus therapy, in addition to appropriate modifications and adaptations of curriculum and assessments. We currently have over 60 students who are working with an IEP from as young as nursery through high school, plus a team of 25 special educators, who generally work with a case load of a fewer than six children, speech and occupational therapists.
Each student’s progress is tracked through comprehensive authentic and varied assessment in the classroom and, at key points, in partnership with organisations such as Jodo Gyan and Educational Initiatives (EI). This data are analysed at both micro and macro levels so that remediation can happen immediately, within the classroom and outside of school hours. For older students, this course correction is intended to be pre-emptive and proactive, not merely remedial, to help each student achieve his or her best.
We are committed to adapting content and pacing to the learning styles and aptitudes of individual students. This means that we target our assessments to determine gaps in skills and misunderstanding. All students beginning with Grade 3 take an adaptive, computer-based test called the SRI (Scholastic Reading Inventory) to determine their reading level by measuring their ability to read and interpret authentic texts. At the end of the test, the students receive lexile scores which enable teachers to guide students in choosing texts which are “just right” or slightly challenging and also in setting targets for reading comprehension skills, since even CBSE textbooks have now been assigned lexile scores.
Disclaimer : All efforts have been made to exclude photographs of children whose parents did not grant us permission, any inclusion is inadvertent and regretted
2019 Copyright @theheritageschool . All rights reserved.