LEARNING SUPPORT AT ASP
The American School of Paris believes that a high quality education is a basic human right of all children. Including students with diverse learning needs is fundamental to who we are and how we build a compassionate and rich learning community. Therefore, ASP is committed to well-designed, research based and thoughtfully implemented teaching and learning practices that embrace a wide variety of learning differences.
- Our Key Beliefs
- Organization of Services within a Multi-Tiered System of Support
- Who is ASP’s Learning Support Services designed to serve?
- What services do we provide?
- How is eligibility for learning support at ASP determined?
- How does ASP support students who struggle academically/socially & emotionally?
- When does an ASP student move out of the Learning Support Services Program?
- Are outside therapies and other resources available?
- Application and admission processes
- Accommodations for students taking IB/AP exams
- We believe every child can learn. We set and measure goals relative to student strengths, interests, needs and level of performance.
- Our commitment is to knowing our students. We best meet the needs of learners when we understand them as individuals. We use a personalized approach to teaching.
- We respect diversity and use this as an access point to learning and helping students reach their personal and academic goals.
- We believe in a systematic framework addressing a range of learner needs (the Multi-tiered System of Supports)
- We work together with students, parents, teachers, counselors, administrators and health professionals to support student growth.
- It is essential to keep current with evidence-based best practices in our field.
ASP’s Learning Support Services serves students with a diversity of documented learning differences by providing mild and moderate levels of support. The program is inclusion based and incorporates teaching practices that sustain and promote student learning, regardless of student learning differences.
Learning differences are specific impairments that impact information acquisition, processing, comprehension, organization, memory recall or use. The ASP program offers a range of academic support services to children with mild and moderate levels of need, by providing learning accommodations and program modifications. The distinction between mild and moderate is commonly defined by the services provided. Mild levels of student learning needs are met predominantly by co-teaching, flexible in-class support, accommodations and small-group support. Moderate levels of need are serviced through individualized intervention, co-teaching, accommodations and/or curricular modifications.
The Learning Support staff provides specific academic intervention and works with teachers to implement strategies in the classroom that result in an optimal learning experience for every child. Our goal is for students to become independent, lifelong learners. Areas targeted in specialized instructional settings include, but are not limited to: social-emotional growth, reading, writing, mathematics, core-content instruction, time-management, organization, self-advocacy, study skills and learning strategies.
The Learning Support team works together to design an Individualized Learning Plan (ILP) for every student requiring extra support to manage the demands of the curriculum with accommodations or modifications.
A team of professionals within each school division makes the decision as to whether a student is eligible to participate in the Learning Support Program. Curriculum based assessments, observations, and/or comprehensive psycho-educational documentation conducted by outside professionals are necessary for informed decision-making.
Support services are available to all students in the form of counseling, academic support and teacher assistance. However, if a student continues to struggle despite action plans and a learning difference is suspected (where there is no history of psychometric testing), the school may refer the student to professionals for an assessment. Such testing may also be required as a condition for admission or re-enrollment.
A team of professionals within each school division makes the decision as to whether a student can exit the Learning Support program. Students who exit the program are working to their potential on academic grade level. They also demonstrate the use of strategies to compensate effectively for their learning difference. They understand their learning profile and use effective self-advocacy skills to gain support. Once exited, appointments with support staff are held on an ongoing basis (monitoring) and decreases as students show more independence with their learning. The appropriate division teams also monitor students’ transitioning out of the Learning Support Services Program.
ASP facilitates targeted therapeutic interventions on site, including speech and language therapy, and occupational therapy. We consider such interventions as fundamental within a balanced program by outside specialists for students who require such support. We can also provide referrals to professionals in the Paris area.
As a welcoming and inclusive community, ASP expects families to engage fully with the school, by supporting our learning needs philosophy and providing the school with transparent background information. Failure to provide accurate information, or to disclose a previous diagnosis, may result in an admissions refusal or the subsequent removal of a placement. We are committed to constructive and respectful communication and we require the same of our families. For further information in regards to admissions, please click here.
The chart below is representative of the admissions procedure for students who have been previously diagnosed with a learning difference: