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. Read on to learn more about the beliefs at the heart of our support services.
Every child can learn.
We set and measure goals relative to student strengths, interests, needs, and level of performance.
We know 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.
Students unique differences are key access points to learning, and to helping students reach their personal and academic goals.
Systemic support is key.
We believe in a systematic framework addressing a range of learner needs (the Multi-tiered System of Supports), and build a network of support for each student.
We work together.
Students, parents, educators, counselors, administrators, and health professionals work together and communicate clearly to support student growth.
We keep up-to-date.
Our program is founded on research and evidence-based best practices, and our team is immersed in the latest developments in education and school support.
WHAT IS LEARNING SUPPORT?
ASP’s Learning Support program 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. Our 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.
LEARNING SUPPORT TEAM
Our Learning Support team are highly trained, committed educators, dedicated to creating an environment where students can develop strategies and skills for success, while accessing core-content information. Our educators work closely with classroom teachers and administrators to offer the best services for each student, while also developing a strong, supportive connection with students in the program.
LOWER SCHOOL AND EARLY CHILDHOOD
Learning Support in the Lower School is available for Grades K3–5. For more information about specific services provided to this age group, please review our dedicated Lower School Support Services page.
Students in Grades 6–8 may receive Learning Support, either in-class or as a separate block in their schedule. For more information about EAL in the Middle School, please review our dedicated Middle School Support Services page.
Upper School students receive support in class, as a dedicated portion of their schedule, and after school as desired. For more information about Learning Support in the Upper School, please review our dedicated Upper School Support Services page.
JOINING OUR PROGRAM
Who should enter the program
A team of professionals within each academic division makes the decision as to whether a student is eligible to join the Learning Support Program. Curriculum based assessments, observations, and/or comprehensive psycho-educational documentation conducted by outside professionals are necessary for informed decision-making. This same team evaluates whether or not a student is later able to exit the program.
Students with document learning differences corresponding to mild and moderate levels of support are may be eligible for the program.
How to enter
For current ASP families, please contact your division director for placement information.
For new ASP applications, please indicate your official interest in Learning Support in the admission application process. Please share relevant information with regards to your child's previous diagnosis.
Failure to provide accurate information, or to disclose a previous diagnosis, may result in an admissions refusal or the subsequent removal of a placement.
For more information, contact firstname.lastname@example.org
SUPPORTING INDEPENDENCE AND PERSONAL GROWTH
Our goal is for students to become independent, lifelong learners. The Learning Support teams in each division work together with students and families to carve out a path to success for every child.
- Gretchen Paul, Learning Support Teacher