A conference will be scheduled at the beginning of the program and at the end of each set period of the Individual Educational Program (IEP), usually at the end of each quarter. A conference may be held if it is felt that there are things that need to be altered before the end of the IEP. A scheduled conference would normally include - parents, the Pupil Services Director, Counselor, regular teachers, resource teacher, Principal (and possibly a school psychologist.).

Once all conferences have been conducted and the needs of the student are clear the resource teacher will draft an IEP. This may include educational, behavior and/or emotional development, as well as including provision for working on missing skills and/or points brought up at the conferences.
A follow up conference will be called with the teachers concerned to see if the IEP fits the needs of the student and if it fits into the regular class set up. (Modifications will be made at this point if necessary).

In regular classes the student will be assessed under the normal section guidelines. Extra time may be allowed for tests and assignments, but grades are given by the regular teacher. In "non-grade level" subjects the method of assessment will be determined by the resource teacher. This assessment will be clearly marked on the report card and will be dismissed for the purpose of grade point average.

Additional fees for Special Services will be charged at a rate depending on the students' family situation. The following are factors determining these fees
1. Grade level
2. Student placement variations (ie Foreign Ministry, Staff, Government or regular placement)
The fees will be determined by the Pupils Services Department

A considerable percentage of students at RIS are non-native English speaking. Assistance and remediation, at home, is often impossible because of the language of the home. Peer tutoring means having children help other children to learn, by pairing high school students maintaining a minimum G.P.A. of 3.0 with students that require help with understanding assignments, English language and completion of homework.

Tutors: Tutors come from the high school section. Students apply for  positions, stating grade preference and days they are available to tutor. Most tutors work two to three weekly, with the same tutee. They are not teachers and are not responsible for teaching new lessons.

Tutees: Tutees are referred to the program by teachers and parents. Tutees pay a minimum fee per session. For both the tutor and the tutee, the program has proven to be very rewarding. Tutoring helps the tutors and their tutees to be more efficient in the English language. It helps the tutees learn quicker and to be better prepared for tests and quizzes. Tutors and tutees gain a sense of pride and increase confidence. It also helps both to gain a sense of accomplishment.

Sessions: Peer tutoring sessions take place after school in Griffith Library on the second floor. Sessions begin at 2:40 p.m. and finish at 3:30 p.m.The program is supervised by the program coordinator.

Coordinator: This position is available to any teacher in the school.Interested teachers may submit an application to the Pupil Services Department where a decision will be made. The coordinator’s duties include organising a Tutor Workshop early in the school year, matching tutors and their tutees, providing support and assistance to both tutors and tutees and constant assessment of the progress of tutees. Daily attendance must also be kept, for payment purposes of tutors. Feedback from participants and teachers is required to maintain the effectiveness of the program. The program coordinator receive a weekly stipend.