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Pupil service
| OBJECTIVE |
The role of the Pupil Services staff is to support and strengthen the work of the administrator
and teachers in their work with and for children.
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| STRUCTURE |
Pupil Services must be integrated into the administrative organization and instructional program
of the school system. The Pupil Services Administrator is a member of the administrative staff on
the same level with other major assistants to the School Director. Such an organizational structure
promotes maximum coordination and communication with administration and instructional supervision at
all levels.
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| PERSONNEL |
The Department is comprised of counselors, psychologists, health personnel, advisement program
coordinators, and team of educators providing special services.
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| LOCATION |
The central office of Pupil Services is located on the third floor of the Administrative
building. Counseling offices and classes for special programs/services are in section buildings,
according to grade levels.
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| FUNCTION |
Pupil Services provide psychological services, guidance services, special education, school
health services, consultative services, and pupil appraisal services.
A. PSYCHOLOGICAL SERVICES
Psychological services are provided by certified school psychologists. The primary function of
the school psychologists is to conduct psycho-educational evaluation of children referred because of
learning and
behavior problems and to use the results in consultation with children, parents, teachers,
administrators, and other professional workers in the school system and community.
B. GUIDANCE SERVICES
The primary function of the school counselors is to provide individual counseling services to
pupils on matters pertaining to educational, vocational, and personal-social concerns.
C. SCHOOL HEALTH SERVICES
School health services are coordinated by a nurse and a medical officer. Their primary function
is to identify, refer, and follow-up pupils with health problems. They also give aid to students,
teachers, and staff for emergency and treat minor injuries and illnesses occurring at school.
D. PUPIL APPRAISAL SERVICES
The primary function of pupil appraisal services is to coordinate a school-wide individual and
group testing program, and to interpret the results of the testing program to personnel throughout
the school and community. The purposes of the assessment are various: to enroll and place students,
to report their growth in cognition and skills or subjects, and to appraise curriculum strengths and
weaknesses.
E. SPECIAL SUPPORT SERVICES
The primary function of special support services is to meet the instructional needs of children
whose educational needs cannot be successfully met entirely in the regular classrooms. The ratio of
teachers to children in the special support programs is related to the type of exceptionality needs,
and age range of the group. Instructional materials are modified to fit the needs of the child as
dictated by intellectual functioning, academic skills, and type of exceptionality.
F. CONSULTATIVE SERVICES
Psychologists and counselors consult with parents and teachers regarding strategies to help
students deal with and resolve personal concerns.
G. ADVISEMENT
The Advisement program is offered in the Middle School and to ESL classes in the High School.
Students at each grade level are divided into Advisory Groups which meet for 10 minutes each day and
for a 45-minute period once a week. The groups participate in residential or on-campus workshops as
scheduled during the year.
H. PEER TUTORING
Peer tutoring is a method of having children help other children learn by pairing high school
students maintaining a minimum G.P.A. of 3.0 with students who require help with understanding
assignments, English language and completion of homework.
I. CRISIS INTERVENTION
Crisis intervention is an immediate response designed to prevent damaging physical and
psychological results following a personal, community, or school traumatic situation. It can and
should be given by persons who first see the need at the time and place a crisis occurs. A site team
composed of administrators, counselors, psychologists, and teachers is established to implement the
crisis intervention action plan.
A. PSYCHOLOGICAL SERVICES
School Psychologist conducts psychoeducational evaluation of children referred because of
learning and/or behavior problems. The assessments results are used in consultation with children,
parents, teachers,
administrators, and other professional workers in the school system and community.
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| Case Study Procedure |
1. Students are referred for case study by parent, teacher, counselor, or administrator.
2. An assessment team reviews student’s
a. school history
b. test history
c. teacher comments
d. work samples
e. interventions tried and alternatives considered.
3. Parent consent for assessment is obtained by appropriate assessment team member.
4. The assessment team members:
a) Conduct parent interview to obtain parent’s perception of student’s learning and behavior at
home and at school.
b) Review health and developmental history with School Health Officer.
c) Ascertain level of English proficiency and determine whether or not there is a language
processing disorder.
d) Review educational assessment data to help determine educational functioning levels.
e) Administer achievement test.
f) Administer other tests as needed.
5. The assessment team holds conference with parents/guardians, teachers, and student when
appropriate.
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B. STUDENT STUDY TEAM
Rational for Student Study Team |
Educators and parents share concerns relative to helping students who have difficulty achieving
success in regular education but do not qualify for special education program.
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| What is a Student Study Team? |
A Student Study Team is a problem-solving group of teachers and parents who offer structured
support and assist teachers in varying instructional strategies to promote student learning
competence. Teacher referral to the student study team is the first step in seeking assistance with
a learning problem prior to or in place of referral for psycho-educational case study.
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| How to Start the Process? |
A teacher, parent, counselor, or principal has expressed a concern about a particular student.
Concerns may include behavior, or academic problem.
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| Referral Format |
The following information has been found important to the student study team
at the time of referral
- Identifying information, e.g., name, sex, grade, birthdate, and age;
- School history, e.g., times retained, tutoring or special class placement, schools attended,
attendance record, past and present teachers’ comment;
- Summary of previous test results;
- Summary of interventions attempted to solve the problem and outcomes of these attempts;
- Summary of relevant parent conferences;
- Concise statement of the student problem or reason for referral, i.e., what the student cannot
do that is expected, or what behavior is being exhibited that is not desirable and the precise
circumstances in either case; and
- Compilation of student work samples attached that help illustrate the problem.
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| Student Study Team Meeting Procedure |
Case Referral The person making the referral provides a brief overview of the referral.
Problem Statement Team members agree on the nature of the problem(s) -what the student does or does
not do that interferes with learning (e.g.,distractibility, failure to complete assignments).
Desired Changes Team members agree on the target behaviors which must occur to affect learning.
Alternative Strategies Team members brainstorm intervention strategies,techniques, or materials to
facilitate desired behaviors or a solution to theproblem.
Intervention Plan The team specifies an intervention plan. What materials or modifications and human
resources are needed, who will implement the plan, and how long will the plan be in effect.
Responsibilities for carrying out the recommended plan are established.
Plan Monitor A team member is designated as a monitor who will review the implementation of the plan
at periodic intervals. This individual also will coordinate the activities of others involved as
necessary.
Reviewing the Effectiveness of the Plan A date is set for review. If the plan is successful and no
further assistance is needed, the case is closed. If the plan is not effective, the team members
review the original intervention plan and seek agreement on the nature of the problem. A new
intervention may be developed or the student may be referred for psycho-educational evaluation.
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| C. PEER COUNSELING CLASS |
Peer counseling is a learning situation in which students counsel and help facilitate the growth
and development of other students. The training program focuses on five areas: team building and the
development of group cohesion; development of understanding and awareness of self and others;
development of more effective communication skills; development of effective feedback procedures;
and development of leadership, career awareness, problem solving, and intervention skills.
The course would be based on experiential learning techniques where students are encouraged to
participate in role plays and micro-skills workshops to explore and develop their helping behaviors.
There will be a more formal component where information regarding behavior, group dynamics and
models of counseling is presented to provide students with a framework to explore themselves and
others.
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| D. CRISIS INTERVENTION |
Crisis intervention is an immediate intervention designed to prevent damaging physical and
psychological results following a personal, community, or school traumatic situation. It can and
should be given by persons who first see the need at the time and place a crisis occurs.
RIS crisis intervention follows a pre-vention, inter-vention, and post-intervention model.
Prevention in implemented as an educational or training program for students and staff; intervention
remains a first aid approach. Whereas post intervention is focused on the aftermath and long range
can sequences of trauma. So that the school can immediately and effectively provide services to
crisis victims, a site team composed of administrators, counselors, psychologists, and teachers is
established. This team would continue to develop, modify, and follow a well-established action plan
of crisis intervention.
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| THE GUIDANCE PROGRAM OF RIS |
The RIS Guidance Program is an integral part of the RIS educational program. It facilitates
students’ intellectual, emotional, social and physical development. This is accomplished through
individual and group counseling, evaluation of learning and emotional difficulties and consultations
between the school counselor and parents, teachers and administrators.
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| GOALS OF THE PROGRAM: |
a. To promote understanding of children as individuals and encourage adaptation of instructional
content and teaching methods to meet their individual needs.
b. To identify individual student’s strengths and weaknesses.
c. To help teachers evaluate the important role they play in children’s lives.
d. To assist in implementing the principles of educational psychology, child development, learning
theory and counseling in the classroom.
e. To help children in the development of self-understanding and appropriate interpersonal
relationship skills.
f. To guide children in the development of problem-solving and decision making skills.
g. To coordinate the school’s efforts with those of the home by working with parents individually
and in groups.
h. To help students explore future educational and career paths that match students’ values,
strengths, and interests.
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| THE GUIDANCE PROGRAM OF RIS ELEMENTARY SCHOOL |
The Guidance Program in elementary school has its emphases on early identification and
development of the pupil’s emotional, social, intellectual, and physical characteristics;
diagnosis of the students’ learning difficulties, and early use of available resources to meet
their needs. The program is differentiated from the middle and high school guidance programs because
of the following factors.
a. The elementary school child is more dependent on parents and teachers.
b. The homeroom teacher typically has a greater amount of time for daily contact with pupils.
c. The elementary curriculum is usually flexible, thus enabling the teacher to develop more
effective relationships and perform some of the guidance functions.
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| SERVICE DELIVERY: |
a. Pupil Appraisal. Information is collected which enables the teacher to work more effectively
with the pupil and assists the pupil to develop an understanding of himself in relationship to his
learning opportunities.
b. Consulting. The counselor and the teacher collaborate in assisting the child to learn. The
counselor helps the teacher understand the individual child who is facing learning emotional, or
social difficulties. Consultation to parents aims to promote understanding of the abilities,
interest, and achievements of their children, and parent-child relationship.
c. Counseling. Counseling in the elementary school mainly involves two general areas: modification
of attitudes and behavior; and developmental, emphasizing exploration and self-understanding.
Besides individual counseling, the service includes group counseling which helps the child to learn
to interact more effectively with their peers.
d. Parent Education. The goal of parent education is to help parents learn to relate more
effectively to their children and to support their educational program. The counselor might form a
discussion group in child development which would meet during the day or after school to discuss
general problems of child rearing. The group might develop a list of topics of particular concern to
parents and discuss specific procedures for working with children.
e. Crisis Counseling. Counseling and support are provided to students or their families facing
emergency situations.
f. Referral. Counselors use other professional resources of the school and community to refer
students when appropriate.
g. Communication. Efforts are made to publicize the program.
h. Orientation. Meetings held at the start of each year familiarize new parents and students with
available guidance services.
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| MIDDLE SCHOOL GUIDANCE PROGRAM |
The Middle School Guidance program is designed to address the following developmental changes:
a. Adolescents face rapid developmental changes that affect their physical, social, emotional and
intellectual functioning.
b. Adolescent students need structure to bridge the gap from a self-contained elementary classroom
to a departmentalized middle school. To make sure all students receive greater benefit from
developmental guidance and counseling, homeroom teachers and students are involved in the Advisement
Program
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| SERVICES DELIVERY: |
A. GUIDANCE Functions to assist students in monitoring and understanding their growth and
development. Guidance services are implemented through such activities as:
- a. Individual Appraisal and Placement Entrance testing, past educational record, and guidance
counseling are means which help to interpret student’s skills, abilities, interests, and
achievement levels. They are used to determine program and grade placement.
- b. Placement Follow-up After initial placement, additional conferences and case study are
conducted for students who are experiencing academic difficulties. Appropriate alternate options
are available within Pupil Services such as shelter English program, resource and special
education program.
- c. Educational Counseling The counselor assists students to use personal, social, and
educational information to plan for and realize their personal or family goals.
- d. Career and Vocational Counseling The counselor assists students or supplies resources to
allow them to investigate career options and relate this information to their educational plan of
study.
- e. Consultation The counselor consults with parents and teachers regarding strategies to help
students deal with and resolve personal or education concerns.
- f. Personal or Group Counseling Counseling is provided on a small group and individual basis
for students who have problems or difficulties dealing with relationships, personal concerns, or
normal developmental tasks. The focus is on assisting students to identify alternatives of action
and understand the consequences of choices made.
- g. Crisis Counseling Counseling and support are provided to students and their families facing
emergency situations.
- h. Referral Students may be referred to alternate professional resources within the school or
community.
B. ADVISEMENT Middle school students are involved in the Middle School Advisory Program during 10
minute homeroom meetings daily and a weekly 45 minute scheduled advisory period. The students may
also set up an individually scheduled counseling session with their advisor. Additional time with
students may also be planned during regular instructional classroom periods. This program creates a
“home base”
within the school for students and provides them with a familiar teacher contact.
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| MIDDLE SCHOOL ADVISEMENT PROGRAM CURRICULUM OUTLINE |
TABLE SHOWING QUARTERLY THEMES FOR WEEKLY ADVISEMENT PERIODS
1st. QUARTER 2nd. QUARTER 3rd. QUARTER 4th. QUARTER
GRADE 6 ORIENTATION GOALS & PERSONAL SOCIAL DECISION DEVELOPMENT: DEVELOPMENT:
MAKING SELF-ESTEEM FRIENDSHIP
GRADE 7 ORIENTATION GOALS & PERSONAL SOCIAL SCHOOL DEVELOPMENT: DEVELOPMENT:
SUCCESS SELF-AWARENESS COMMUNICATION
GRADE 8 ORIENTATION GOALS & PERSONAL SOCIAL FUTURE DEVELOPMENT: DEVELOPMENT:
PLANNING COPING WITH PEER-HELPING CHANGE
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| COMPONENTS OF THE MIDDLE SCHOOL ADVISEMENT PROGRAM |
1. Daily Homeroom Period (10 mins.)
Used mainly to check attendance, give notices, distribute letters to parents, but may also provide
opportunities for recognition, positive reinforcement, student representation issues, ‘pep’
talks, etc.
2. Weekly Advisement Periods (45 mins.)
Used for student-centered activities to promote the social and personal development goals of the
Program. Whilst outlines and materials are provided, advisors are free to consult with the
coordinator to vary these.
3. Individual Conferences (Advisor available at least 30 mins.per week)
Used to give students an opportunity to discuss academic and personal issues with their advisor, in
the context of a caring and essentially confidential context. Appointments may be scheduled or ad
hoc. Group sessions may also be arranged as required.
4. Workshops (day or overnight)
Used for activities to further promote the Program’s goals, but also to give a better opportunity
for advisor/advisees to get to know one another more effectively, to build trust, and to promote
team-spirit.
5. Staff Development (as arranged)
Used to monitor the Program’s effectiveness, share ideas and problems, adapt the Program to
changing circumstances and needs, and generally evaluate for improvement.
6. Contact with Parents
In addition to Parent-Teacher Conference Days, advisors are encouraged to maintain appropriate
contact with parents, with due regard to the bond of trust with the advisee.
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| HIGH SCHOOL GUIDANCE PROGRAM |
The High School Guidance Services encompass the following:
I Counseling of 9th. - 12th. graders individually and in groups. The counseling concentrates on
students’ developmental, academic, personal issues, and career paths.
II Orientation programs for students entering 9th. grade and new students and their parents.
III Orientation programs for ESL students and their parents.
IV College counseling to prepare students of diverse educational backgrounds and cultures for
overseas and local colleges/universities.
V Group programs on future goals and career counseling.
VI Counseling for ESL students. The counseling issues involve appropriate courses of study,
integration into the school community, and other social or cultural concerns.
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| ORIENTATION OF NEW STUDENTS AND PARENTS |
The primary aim is to familiarize new students and parents with available guidances and the
counselor encourages parents to get involved in the educational program.Parents of ESL students are
told that their child will need their continual encouragement and support to learn in a foreign
language. They are also given information on how they can help their child at home.
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| Middle School Orientation for Fifth Graders |
The purpose of Middle School Orientation is to explain the difference between the self-contained
system of Elementary School and the departmental system of Middle School, and to discuss the
educational program. Each Elementary School homeroom is invited to visit grade 6 classes.
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| High School Orientation for Eighth Graders |
The High School counselor visits each Middle School advisement class to
explain the differences between Middle School and High School, to discuss
schedule procedures, credit requirements, and education and career paths.
The eighth graders are invited to chat with ninth graders.
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| C. PUPIL APPRAISAL SERVICES |
The primary function of pupil appraisal services is to coordinate a school-wide individual and
group testing program, and to interpret the results of the tests to appropriate personnel throughout
the school and community. Test information enables counselors and teachers to work more effectively
with the pupils and assists the pupils to develop an understanding of themselves in relationship to
their learning opportunities.
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| RIS TESTING PROGRAM |
TEST & PURPOSE WHAT IT MEASURES WHEN GIVEN AND TO WHOM
The Comprehensive Testing Measures the important Alternate years:
Program is used to track learning outcomes of the February-March
student growth and analyze individual student and the Grade 5 & 8
instructional needs of school curriculums measures individual students
student cognitive reasoning
Preliminary Scholastic Measures verbal and October Aptitude Test mathematical reasoning Grade 11
abilities important for college work
• to give students practice for taking the Scholastic Aptitude Test
• to compare students’ ability to do college work with the ability of other college-bound
students
• to help students plan for college
The Scholastic Aptitude Test Measures verbal and November mathematical reasoning Grade 11-12
Most colleges require or recommend the SAT I and one or more of the SAT II Subject Tests for
Admission or placement purposes.
Test of English as a Measures September Foreign Language Grade 11-12 Institutional
• ability to understand English as it is spoken in
• to evaluate the English North America proficiency of people whose native language
• ability to recognize is not English language that is appropriate for standard
• to determine eligibility written English for graduation
• ability to understand non-technical reading matter
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| SCORE RANGE |
500 and above Students at this level are qualified to graduate
from RIS with no restrictions.
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| TESTING SERVICES |
Individual and group testing programs conducted by Pupil Services play a vital role in
enrollment and placement, and program evaluation in the school. Testing services include:
i) Admission testing
ii) ESL Exit testing
iii) Academic Achievement testing - group test
iv) Cognitive Abilities testing - group test
v) Testing involved in individual Case Studies
Case Studies involve testing for
a) cognitive abilities
b) academic achievement
c) speech and language
d) perceptual/motor abilities
e) social/emotional functioning
All information regarding testing materials, test results, and issues related to testing is strictly
confidential. The results of testing and subsequent decisions about students are to be communicated
to students, parents and school staff ONLY by appropriate personnel whose role it is to do so.
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| CONFIDENTIALITY |
It is the responsibility of a counselor, psychologist, and doctor to define the degree of
confidentiality to their patient or client, and, in case of minor, to his/her parent. In determining
the boundary of confidentiality, the professional helpers must consider their professional ethics
along with the requirements of the institution in which they work and the clientele they serve. They
must realize that though they all agree on the essential value of confidentiality, it cannot be
considered an absolute.
In general, the professional helpers have a primary obligation to respect the confidentiality of
information obtained from persons in the course of their work. They reveal such information to
others only with the consent of the person or the person’s legal representative, except when the
release is required by law or required by responsible performance of duty. Such exceptions include
child abuse, communicable disease, court order, or circumstances in which keeping confidentiality
would result in imminent danger to the persons or to others or to the institution. Should the
professional helpers decide that confidential information needs to be shared, they are expected to
use sound professional judgment and seek professional consultation when they are in doubt.
Furthermore, they should inform their supervisor and document in writing the nature of these
consultations. In this regard, the professional helpers need to inform their client/patient of the
possible actions they must take to protect a third party.
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D. PLACEMENT
a) NEW STUDENT PLACEMENT |
Pupil Services assists in determining a candidate’s suitability for enrollment and the appropriate class placement of the student
once accepted; for example, whether the student be placed in a regular or ESL program. The psychologist, when appropriate,
conducts a full evaluation of the student to further ascertain whether academic support is required. Academic support is
provided by ‘special education’ trained teachers.
Admission is governed by considering the candidates previous educational performance as described by parent interview and
a review of information supplied by previous schools, abilities in English, and results from testing in basic skills.
Grade placement is determined by considering grade completed at previous school, age of candidate and results from testing.
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| SPECIAL SERVICES - INTRODUCTION |
RIS Special Services are comprised of 3 different programs:
1. ESL SHELTER SERVICES
Shelter English Services serve as a bridge for students recently exiting from the ESL program
and having difficulties with the regular program.
Eligibility:
For a student to be offered Shelter English Services, the following requirements must be met.
I. Students must have exited from the ESL program for a period of no less than one semester.
II. Students must have been placed in the regular program for no longer than one school year.
Procedure:
Before providing the student with Shelter English Services
I. Teachers (Homeroom/Subject) must complete a referral form stating students inability to follow regular curriculum despite
intervention. (See Flow Chart)
II. A Partial Assessment to confirm that, with Shelter English Services, the student will be capable of continuing in the regular
program.
III. Parents must consent to student placement in the program.
Personnel:
Placement of a student in the Shelter English Services will normally include
- Section Counselor
- Class/Subject teachers
- Section Principal
- Special Services Representative
- Parents
2. SPECIAL EDUCATION PROGRAM
The Special Education Program is for students whose educational needs cannot be successfully met
in the regular classroom. Instructional materials are modified to meet the needs of the child as
dictated by intellectual functioning, academic skills, and type of disability.
Eligibility:
The following students will be considered as candidates for the Special Education Program services
I. Students with Learning Disabilities
II. Students with mild Retardation
III. Students with mild Physical Handicaps
IV. Students with Emotional Disturbance
NB. It must be established that the disabilities or disorders are in the mild to
moderate
range, and the students' special needs can be met by the RIS facilities and personnel.
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| New Students: |
The admission of new students into the Special Education Program will be confined only to those who meet the following criteria.
I. Students have Intelligence Quotient above the borderline range.(See part 1 of Procedures)
II. Students have an overall achievement composite score above the 'Well Below Average' range. (See part 1 of Procedures)
III. Students must attend the regular program (non ESL)
IV. Students do not have voice or articulation disorders, or other language disorders which require services from a speech specialist.
V. Students do not have a serious emotional disturbance, or serious behavioral disorder.
VI. Students do not have perceptual, perceptual-motor, and general coordination problems which require perceptual or motor training.
VII. Students do not have hearing impairment, and students may have visual impairment, but correctable by glasses.
VIII. Students do not have neurological impairments or physical disabilities.
Procedure:
Before placing the student in the Special Education Program
I. A Psycho-educational Study will be conducted (See Flow Chart).
II. An Individual Education Program (I.E.P.) will be developed.
III. Parents must consent to both placement and I.E.P.
Personnel:
Placement of a student in the Special Education Program will normally include
• Section Counselor (plus School Psychologist if necessary)
• Class/Subject teachers
• Section Principal
• Special Services Representative
• Parents
The Remedial Services assist underachievers who would not benefit by
retention in the regular curriculum. They are students
whose performance has been chronically poor due to such factors as change in
curriculum, low attendance, home situation etc..
Eligibility:
Students will be considered entry into the Remedial Services program if
I. Performance has been chronically low despite intervention
II. Students lack home support
III. Students' emotional, behavioral, or motivational needs
adversely affect their learning.
IV. Students have received failing grades, but would not
benefit from retention.
Procedure:
Before placement in the Remedial Services Program
I. A Psycho-educational Study or Retention Study will be
conducted (See Flow Chart)
II. An Individual Education Program (I.E.P.) will be developed.
III. Parents must consent to both placement and I.E.P.
Personnel:
Placement of a student in the Shelter English Services will normally include
• Section Counselor
• Class/Subject teachers
• Section Principal
• Special Services Representative
• Parents
All 3 programs are combined with the same resource teacher working with
ndividual Education Programs (IEP). All programs will cover 2 main needs:
1. To provide the student with the individual educational needs
2. To help bring the student up to, or as close to, grade level attainment
All instruction provided for students will be individualized. This means that
differences in individual learning style, rate of learning, level of maturation
and level of achievement will provide the basis for instructional
decision-making.
To respond to these differences, it is expected that teachers will vary
materials,rate of instruction and methodology and that these modifications will
be based upon frequent assessment. (See Modifications Chart)
Because of the varying demands of the 3 school sections, different needs must be
met in the Elementary, Middle and High schools. (In the case of an ESL student
we would avoid removing the student from language classes where possible.)
Main aim:
• To provide students with extra help to ensure that they have all of the
necessary basic skills to gain the maximum benefit from the RIS system.
Instruction Methods:
• Pull out for 1 to 1 or small group instruction(In the case of an ESL student
we would avoid removing the student from language classes where possible.)
• Sit in on classes with students. Providing them with support to participate
as fully as possible in the regular class.
We aim to place students, in one of our programs, in homeroom classes in groups
so as to give as much teacher contact time as possible without
disrupting their normal schedule (i.e.. 3 students in the same class will enable
the teacher to be available 3 times the periods allotted for each student).
On a pull out program the students can have their individual needs met more
readily. This may involve catching up on learning from previous years.
Main Aim:
• To bring students into line with grade level material, whilst providing them
with the skills necessary to progress to the next level and
be able to keep up with the pace and demands of the class. Before the transition
to High School we would be aiming to have the students as
independent of the special services as possible.
Instruction Methods:
• Pull out for electives and non-core subjects. (In the case of an ESL student
we would avoid removing the student from language classes where possible.)
• Modification of courses: (see modifications sheet)
The Middle school is set up in such a way that elective and non-core subjects
are scheduled during the same period for all Middle School
grade levels. This enables students to receive help without disrupting regular
classes. With a maximum of 6 students per teacher, all on the
same course work, small group teaching or reteaching can be achieved more
easily. We aim to provide 10 periods per week for students' extra
lessons and individual instruction can be arranged if and when necessary.
Main Aim:
Providing students with the support necessary to keep them on line for
graduation.
Instruction:
• Pull out for electives and non-core subjects. (In the case of an ESL student
we would avoid removing the student from language classes where possible.)
• Modification of courses: (see modifications sheet)
In High School the greater demands of the curriculum steer the priorities of the
program more towards reinforcement of core subjects. Individual educational
needs are met within the reinforcement procedure. This enables the student to
work on weaknesses without falling behind on course work. (e.g. A student with a
reading problem will receive help with reading using subject material)
On receiving a referral the first step is to perform a psycho-educational
case study of the student. Once testing and observations are complete a case
conference will be held.
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).
| Assessment of student progress |
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.
RIS does not sponsor an individual tutoring program. Teachers who want to
refer a student for private tutoring or teachers who are interested in tutoring
a student must observe below regulation.
Referral Persons
1. must discuss the needs of the child with the section principal prior to the
tutorial arrangement.
2. may suggest a tutor’s name and the number of hours per week.
Tutors
1. must not tutor their own students.
2. need to obtain permission from their principal if they intend to use a
classroom for tutoring. There is a fee charged for air-condition and janitorial
service. One classroom is to be shared by two tutors.
3. all tutoring lessons begin after 3:00 p.m. and end at 4:00 p.m.
4. must inform the student’s principal about the tutorial lessons so that
follow-up on the student’s progress can be made.
| H. SCHOOL HEALTH SERVICES |
The School Clinic, located on the ground floor of the Middle School, Room M
105, is open from 6:30 a.m. to 5:00 p.m. The clinic is run by a School Medical
Officer and a full-time Nurse. Their primary functions are to identify, treat,
refer, and follow-up pupils with health problems.
Each new student is required to have a complete medical examination at the
time of registration. A medical form for this examination is included in the
registration packet. The attending doctor should sign the medical form. This
medical clearance for new students also includes the following:
1. TINE TEST or CHEST X-RAY (Only one is required)
2. AUDIOMETRIC HEARING TEST
3. BLOOD and URINE ANALYSIS
1. The Parent Consent Form, issued at the beginning
of each school year, is a request for the parents’ written consent for the
school authorities to allow emergency treatment for their child at a specified
hospital should there be a need and/or if the parent or guardian cannot be
reached in time.
2. Both old and new students are required to hand in at the School Clinic at the
time of registration a completed Health Clinic Card.
The Health Clinic Card is updated at the beginning of each subsequent school
year with the signed seal of the hospital/clinic.
No student will be admitted to class until all medical forms have been updated
and submitted.
The School Clinic maintains an up-to-date health/medical file for each student.
1. MINOR AILMENTS
The School Clinic treats minor injuries and illnesses occurring at school.Any
student coming for treatment during class hours must present a Building Pass or
Clinic Pass signed by the teacher for the period. Students who need medical
advice or attention before or after school or during break of lunch need not
secure a pass.
Cases of students who visit the Clinic frequently, will be brought to the
attention of the Homeroom Teacher, the Counselors, or the Psychologist as
appropriate.
2. SERIOUS ILLNESSES AND REFERRALS
In case of serious illness, the student is advised to go home. The School Clinic
will notify the parent/guardian to pick the student up.When needed, a referral
will be made to have the student taken for further check up or treatment in a
nearby hospital.
3. EMERGENCY CASES
In the case of an emergency when a student has to be brought to the clinic
immediately, the Building Pass or Clinic Pass may be sent later for the
student’s health records. The School Clinic gives first aid for emergency.
ABSENCES
The Clinic contacts parents or guardians of students who have been absent for
three consecutive days without notice.
VACCINATION
Details regarding current vaccinations are sent out to parents for their
information and written consent. The school makes arrangements for a specialized
hospital team to give the vaccinations.
HEALTH TALKS
Health talks to students in their Religion Values, Health, or Science classes
are given or arranged by the Medical Officer as needs arise.
HEALTH BULLETINS
The School Clinic Bulletin Board displays current health news from periodicals
or “Medical Alert” notices issued by embassies or community sources.
EMERGENCY KIT
An emergency kit is provided by the School Clinic for off-campus student
activities and field trips.
| D. ACCIDENT INSURANCE CLAIM |
A comprehensive (24-hour) Accident Insurance coverage is provided for all
students up to 50,000 B. yearly. In case of injury due to accident, the
procedure to file a claim is as follows:
Obtain a claim form from the School Clinic.
Have the clinic/hospital complete the details on the claim form and the attending doctor sign.
Hand in the completed claim form within 30 days, attaching receipt(s) of medical expenses from
the clinic/hospital.
The School will process and send in the claim form. Reimbursement will be paid within a few
weeks. Receipts for further follow-ups can be claimed accordingly.
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