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Pursuing individualized Pathways

Pursuing individualized Pathways

Student Support

The American International School of Bucharest uses a Multi-Tiered System of Support (MTSS) to provide increased levels of both academic, social-emotional, and behavioral support based on student need.

The MTSS uses early identification and intervention to help struggling students catch up with their peers, access grade level curriculum, and potentially prevent future participation in Learning Support. 

This is done through the use of universal screeners, our Response to Intervention (RtI) program, and our Student Care processes in which we identify students and provide tiered levels of increasingly intensive support based on their area of need. Our MTSS program also provides extension opportunities, both in class and in small group settings, for more highly capable students within the Elementary school.


Early Intervention

In our Early Learning Center, we are fortunate to have an Early Interventionist (EI) who works alongside teachers, the counselor, and the Movement Specialist to identify students requiring additional support in the areas of self-regulation, gross and fine motor development, English language acquisition, number sense, and early literacy skills.

Students are identified through the use of developmental screeners, faculty observation and parental input. The EI provides intervention cycles based on the students’ areas of need according to our MTSS, recognizing that all students learn at different rates and in different ways. 


Learning Support 

Students with identified learning challenges are provided ongoing academic support to address their individualized needs through our Learning Support program. 

The team of Learning Support specialists has a set of beliefs that guide our practice in working alongside students and their families. Our team consists of qualified and experienced specialists who provide skill based interventions in the areas of student need which could include reading, written expression, math, executive functioning, inattention, social skills, sensory needs and others. Learning Support specialists work alongside teachers to ensure students receive differentiated instruction, classroom and/or assessment accommodations, modified curriculum (as needed), and make progress towards their learning goals. 

If students require ongoing 1:1 support, a Learning Intervention Focused Tutor (LIFT) may be arranged at the family’s expense. All students within the Learning Support program have Individualized Learning Plans (ILPs) which document their service delivery program.

In order to provide a sustainable and quality Learning Support program, the school admits a managed number of students with mild to moderate learning and social-emotional/behavioral needs.


English as an Additional Language (EAL)

At AISB, every teacher is a language teacher and each student is seen as a unique and competent learner. 

At AISB, we believe language is a tool through which students develop knowledge, skills, and gain intercultural awareness and respect for other cultures, as well as their own. 

Our English as an Additional Language (EAL) program empowers students to develop a proficient level of social and academic English language which enables them to acquire the skills to independently access the curriculum.

The EAL program uses a blended service delivery model which combines specialized instruction in English language acquisition in sheltered classes, and scaffolded in-class content instruction delivered through co-planning and/or co-teaching. Instruction and support is provided by qualified and experienced EAL teachers based on a student’s grade level, proficiency level, and other scheduling needs.

All students who are non-native English speakers are assessed with AISB’s language proficiency test to determine their English proficiency and language placement.  

In Elementary, sheltered instruction is delivered during the language rotation block where students are grouped by proficiency level. Students also receive additional support through collaborative co-planned and co-taught instruction between the EAL and homeroom teachers during Literacy, and at other times based on proficiency level and need. 

In Secondary, sheltered instruction that provides academic language skills to access grade-level content occurs during an Academic Literacy class and through leveled English curricula in the MYP English Language Acquisition class. In addition, students receive differentiated instruction through co-taught Science and Humanities classes where the grade-level EAL teacher and content teacher collaborate and co-plan instruction and learning resources. EAL support is limited in grades 11 and 12; students are monitored and able to take the IB English Language B HL in the DP program.



AISB Counselors aspire to cultivate a compassionate, safe & inclusive environment where all students feel affirmed, heard and empowered to be themselves and take courageous action in life.

AISB Counselors deliver a comprehensive developmental counseling program working in partnership with students, parents, faculty and staff. They advocate for and value the diversity of all students within a global context and actively foster the wellbeing and the holistic development of each student.

AISB Counselors believe that all students have unique skills, strengths and potential, have the ability and the right to learn, grow and develop, and have the right to feel safe, supported, and accepted in school.

Our Counselors provide individual and family counseling (making referrals to outside providers as needed), facilitate small group workshops for students, and contribute to AISB’s social emotional learning program and child protection education. Counselors lead parent workshops and offer transitional programs for students and families impacted by the transient nature of our community. 

College Counselors

Upper Secondary Counselors (Grades 10-12) additionally offer support and guidance to students and families as they navigate the career exploration and college research and application process.

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Our Beliefs About Diversity, Equity, and Inclusion

At AISB, we believe that our diversity of language, culture, race, ethnicity, gender, sexual orientation, neurodivergence, religion and socioeconomic status is a strength. 

Diversity will:

    • Enhance critical thinking, courageous conversations and perspective taking
    • Foster an intentionally designed environment that respects and celebrates difference
    • Empower all members of our community to advocate for themselves and each other

At AISB, we believe our policies and practices promote equity. 

 Equity will: 

    • Be seen in the design of our learning spaces and representation of learning resources
    • Be embedded in our culturally responsive curriculum and pedagogical practices
    • Be implemented through staffing and hiring practices

At AISB, we believe that inclusion empowers community voices and nurtures belonging.

Inclusion will: 

    • Cultivate a culture of empathy, compassion and mutual respect
    • Be present in our personal and institutional reflective work to embrace discomfort and growth
    • Be acknowledged and experienced as an evolving journey
    • Encourage individuals to actively participate in positive change