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IMG_8816AISB is able to provide accommodation for students with mild learning disabilities.  The Special Educational Needs Departments (SEND) is available to provide learning support to students in the general education classroom with periodic pull-out support. AISB is unable to accept students beyond Tier 4 for the Secondary School. Resources for external intervention, and therapy in Bucharest are limited. Parents who have students with identified special educational needs are encouraged to read closely our Special Educational Needs section below. Parents should forward all information including evaluations, reports, IEPs and school referrals which will assist us in determining whether our school is able to meet the academic needs of your child.

The School does not have a ‘Gifted and Talented’ program per se; the IB programmes in of themselves are designed to extend the learning of all students, particularly those with advanced skills or aptitudes in certain areas of the curriculum. Extended Learning (EL) teachers are available in both the Elementary and Secondary Schools to provide instructional support to students of extremely high ability levels.

 

 

Student Academic Differentiation


The AISB Differentiation Policy aims to:

  • Ensure the effective delivery of the AISB curriculum;
  • Support and extend the learning experiences for all students at AISB;
  • Guarantee differentiation opportunities are developed, aligned and implemented across the whole of the curriculum;
  • Aid in the monitoring and support of differentiated teaching and learning in all three IB programmes;
  • Create clarity in terms of differentiation expectations for all stakeholders;
  • Support teachers in the implementation of the approaches to teaching and learning for students of differing abilities in the same class.

Special Educational Needs

The Special Educational Needs Department (SEND) at AISB is a learner-centered department that believes in respecting students’ individual development and creating student-targeted programs in response to identified, assessed needs. Within a framework of professional collaboration and home to school partnerships, SEND aims to provide students and teachers with an opportunity to engage in best practices around access and extensions to learning. SEND provides program development and teaching services to students with identified learning and/or behavioral needs that fit within the school’s tiered, response-to-intervention model. AISB is equipped to service students within Tiers 0 through 4. For students who require Tier 5 services, unless the extra services are funded by the applicant (services beyond reasonable accommodation by AISB), they are not eligible for admission.

 

Administrators will seek consultation with SEND Specialist Teachers for any applicant who might require SEND services before making a final decision about admissions.

 

AISB will not deny entry to students requiring special needs unless required support is unavailable.

At AISB Primary, student needs are defined according to the following level of services:

 

  • Tier 0: Students require no services beyond English as an Additional Language (EAL), counseling, regular classroom instruction, and/or slight modifications to the physical learning environment to accommodate physical, sensory, and/or medical needs.
  • Tier 1: Students without an Individualized Education Plan (IEP) or Accommodation Awareness Plan (AAP) who receive differentiated instruction within the regular education classroom in consultation with the SEND Specialist Teacher.
  • Tier 2: Students have an AAP or IEP and are actively monitored by the SEND Specialist Teacher and accommodated within the classroom by the classroom teacher.
  • Tier 3: Students have an IEP and are actively monitored and accommodated for within the classroom. Additionally, they receive scheduled inclusion support from the SEND Specialist Teacher.
  • Tier 4: Students have an IEP and are actively monitored and accommodated for within the classroom. Additionally, they receive scheduled pullout support with or without inclusion support from the SEND Specialist Teacher.
  • Tier 5: Students who require services beyond reasonable accommodation, including significant classroom monitoring, modification of general curriculum, intensive one-to-one support within the regular classroom, and/or frequent, ongoing pullout support from SEND Specialist Teachers unless the student is accompanied by a parent-paid paraprofessional who is employed by the school.

 

At AISB Secondary, student needs are defined according to the following level of services:

  • Tier 0: Students require no services beyond English as an Additional Language (EAL), counseling, regular classroom instruction, and/or slight modifications to the physical learning environment to accommodate physical, sensory, and/or medical needs.
  • Tier 1: Students without an Individualized Education Plan (IEP) or Accommodation Awareness Plan (AAP) who receive differentiated instruction within the regular education classroom in consultation with the SEND Specialist Teacher.
  • Tier 2: Students have an AAP or IEP, receive differentiated instruction and accommodations within the classroom by the classroom teacher, and are actively monitored by the SEND Specialist Teacher and classroom teacher.
  • Tier 3: Students have an AAP or IEP, receive differentiated instruction and accommodations within the classroom by the classroom teacher, and are actively monitored by the SEND Specialist Teacher and classroom teacher. Additionally, they may receive occasional pullout support from the SEND Specialist Teacher.
  • Tier 4: Students have an IEP, receive differentiated instruction and accommodations within the classroom by the classroom teacher, and are actively monitored by the SEND Specialist Teacher and classroom teacher. Additionally, they receive scheduled, ongoing pullout support from the SEND Specialist Teacher.
  • Tier 5: Not available; Students in Grade 5 who are require Tier 5 Services will not be able to move into the MS where Tier 5 services are not available.

 

Either at the time of the application process or after successful registration, students with academic and/or behavioral needs may be required by administration to have further cognitive, achievement, and/or developmental evaluations to support the student’s educational program. Assessments may be administered by the Special Educational Needs Department or by an independent, qualified Educational Psychologist as approved by the school. The cost of testing, reporting, and translating, where appropriate, is the responsibility of the family.

 

Any educational, social-emotional, physical, sensory, or medical needs must be fully disclosed in detail during the admission application process. All academic or psychological reports and/or any additional academic support the applicant is receiving or has received in the past (e.g. achievement or diagnostic assessments, psycho-educational evaluations, IEP, tutoring) must be disclosed at the time of application for admission. Failure to do so will delay the admission process, and may result in a revocation of an offer of admission, or the withdrawal of the student from AISB.

 

AISB reserves the right to contact previous school administrators and/or teachers to gather additional information needed to inform the student’s application.

 

Extended Learning at AISB: 

Special talents need to be encouraged, nurtured and extended, and students need to be challenged to think laterally and deeply about complex ideas, issues and situations even if a student is receiving learning support in other areas. Curriculum and learning choices should be made in collaboration with the students and their parents.” (From, Meeting Student Diversity in the Classroom, 2010)

 

The School does not have a ‘Gifted and Talented’ program per se; the IB programmes in of themselves are designed to extend the learning of all students, particularly those with advanced skills or aptitudes in certain areas of the curriculum. Extended Learning (EL) teachers are available in both elementary and secondary school to provide instructional support to students of extremely high ability levels. The EL teacher works within the curriculum, providing differentiated instruction to students determined to need more rigor and challenge in their learning. Extended Learning teachers work with grade level teachers, using external and internal assessment data to inform possible ‘outliers’ in different subject areas. In addition to academic support, the EL Teacher is also someone who checks in with the social/emotional identity needs of these students. When justified within the curriculum, students ready for greater depth in their own inquiries may work with the Extended Learning Teacher.

 

Extended Learning PYP

At AISB Elementary school, students of high ability levels are provided with differentiated instruction both within the regular classroom and through the Extended Learning (EL) teacher. The PYP naturally lends itself to offering depth and challenge to all learners. However, we recognize there are times when more extension and instruction is needed, AISB is dedicated to providing this. Each grade level has times allocated for EL for students in the areas of Math and Transdisciplinary Skills. During these times, the EL teacher will work with grade level teachers, using external and internal data to decide which students will benefit from EL in different subject areas. As students are continually assessed throughout the year, the EL teacher will be able to identify which students will benefit from EL, offering the opportunity to participate at different times in the year and in different curriculum areas. With Extended Learning we offer a wide range of students in our community with the opportunity to show just how far they can push their thinking, learning and creativity.

 

Extended Learning Areas
  • Math: Grades 1-5; sessions/week
  • Transdisciplinary Skills: Grades 2-5:
    • 1 session/week
      • Novel Writing
      • How can I personalize my learning?
      • Specific skill development
      • Forum for leadership and creativity
      • Enriched Reading
    • Can be small group or whole grade level.

 

Extended Learning MYP

Special talents need to be encouraged, nurtured and extended, and students need to be challenged to think laterally and deeply about complex ideas, issues and situations even if a student is receiving learning support in other areas. Curriculum and learning choices should be made in collaboration with the students and their parents.” (From, Meeting Student Diversity in the Classroom, 2010)

Extended Learning (EL) teachers are available in both elementary and secondary school to provide instructional support to students of extremely high ability levels. The EL teacher works within the curriculum, providing differentiated instruction to students determined to need more depth and challenge in their learning. Extended Learning teachers work with grade level teachers, using external and internal assessment data to inform possible ‘outliers’ in different subject areas. In addition to academic support, the EL Teacher is also someone who checks in with the social/emotional identity needs of these students. When justified within the curriculum, students ready for greater depth in their own inquiries may work with the Extended Learning Teacher.

Extended Learning DP

By definition, the IB Diploma Programme is designed to cater for even the most academically gifted student.

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