ACADEMIC INTEGRITY POLICY

The Pupil International School aims to widen intellectual horizons, nurture individual expression and foster the values of honesty and fairness.

The Academic Integrity Policy is a vital element of The Pupil’s commitment to academic excellence. It prompts students to thoroughly comprehend their reference material, use appropriate methods of citation, synthesize and express their own points of view, develop their originality and take pride in their own work.

Framing, communicating, enforcing and internalizing these standards will not only create a principled community of young scholars and facilitate an open and vibrant exchange of ideas based on mutual trust, but also prepare students to become ethical, fair and honest leaders of the future. Violations of academic integrity demean the violator, degrade the learning process, undermine the assessment process and discredit the institution and all its members.

 

I. ROLES AND RESPONSIBILITIES

The implementation of the Academic Integrity Policy is dependent on the conscious and collaborative efforts of all the stakeholders.

The faculty of the school are responsible for:
● Being aware of The Pupil International School’s Academic Integrity Policy.
● Fostering an environment where academic integrity is expected and respected.
● Providing clear guidelines on the expectations for each assignment (i.e. whether students are expected to work individually or in groups, whether students are allowed to take help from their peers, parents and/or other adults, whether students are allowed to use external references, etc.)
● Evaluating assignments fairly.
● Detecting and properly handling breaches of academic integrity.

The students are responsible for:
● Being aware of and following The Pupil International School’s Academic Integrity Policy.
● Helping foster an environment where academic integrity is expected and respected.
● Ask the faculty for clarification if the expectations for a given assignment are not clear.
● Reporting any breach of academic integrity that they are aware of to the relevant authorities.

The parents are responsible for:
● Being aware of and following The Pupil International School’s Academic Integrity Policy.
● Helping their wards understand the need for academic honesty and support the school promote the same.
● Reporting any incidents that are deemed a violation to the teachers.
● Ask the faculty for clarification if the expectations for a given assignment are not clear.
● Reporting any breach of academic integrity that they are aware of to the relevant authorities.

 

II. VIOLATIONS

The given list of violations is not exhaustive; it is to give a general idea of the kind of behavior that would be considered a breach of academic integrity:
● Using direct quotes without quotation marks and citations.
● Presenting the work done by others as one’s own.
● Working with peers for an individual assignment.
● Taking help from other students, parents, and/or other adults when explicitly instructed not to.
● Possessing or using unauthorized reference materials (such as textbooks, notes, electronic devices, etc.) during examinations.
● Falsifying data and/or signatures in assignments and official documents such as portfolios and report cards.
● Intentionally interfering with or obstructing the work of other students.
● Facilitating or aiding other students in breaching the Academic Integrity Policy.

 

III. CONSEQUENCES

In the case of any breach of the Academic Integrity Policy, one or more of the following measures may be taken by the teachers based on the severity of the infraction:

● Instructing the student(s) to redo the assignment.
● Lowering the assigned grade.
● Assigning a failing grade.
● Informing the relevant authorities (PYP Coordinator, Principal, and/or Director).
● Meeting with the student’s parent/guardian regarding the violation.
● Requiring a letter of assurance from the student and/or the parent/guardian that the violation will not be repeated.
● Making a permanent note of the violation in the student’s record.

Further measures, if any, may be taken only after discussion with the student, teacher, parent/guardian and the relevant authority.

 

IV. POLICY REVIEW

The Academic Integrity Policy is a working document that will be reviewed annually. The Policy Review Committee will comprise the Director, Principal, Primary Years Program Coordinator (PYPC), Curriculum Coordinator and a teacher lead from each class.

The last Review is done in March 2021
Next Review in March 2022

 

V. BIBLIOGRAPHY:

1. https://www.ibo.org/globalassets/digital-toolkit/brochures/academic-honesty-ib-en.pdf
2. https://neevacademy.org/images/pdf/Academic_Honesty_Policy.pdf

 

 

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I. RATIONALE FOR THE ADMISSION POLICY IN THE PYP:

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A diverse student body enriches the school community and provides a wealth of experiences and resources. A thorough education includes the development of the qualities of compassion, tolerance, respect for the rights and cultures of all people, the skills for the peaceful resolution of conflict, and the development of environmental responsibility. Schools should prepare young people to provide leadership to meet the global challenges of the 21st century.

The IB has a consistent philosophy about teaching and learning that focuses on the development of the whole child, and an overarching concept of how to develop international-mindedness. The programme emphasizes intellectual, emotional, social and physical growth, involving the traditions of learning in languages, humanities, sciences, mathematics and the arts.

At The Pupil School, we foster an atmosphere of academic excellence and encourage intellectual inquiry and critical thinking.

Achievement in the physical, expressive, and creative arts is an essential part of our holistic approach to education. We believe our school is a community and social awareness, thoughtful interactions, and effective communication among students, parents and staff are fundamental to its well-being.

 

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II. ADMISSIONS PROCESS

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1. General:

Applications for admission are accepted throughout the year. Families seeking admission for their children are advised to contact at the school’s admission desk or visit http://www.thepupil.in/ib/and download the application form and other relevant documents like fee schedule and so on.

2. Apply:

The forms attached should be duly filled and submitted in hard copy with the relevant documents mentioned in the application form, along with a cheque/DD for Rupees Thousand only (Rs 1000/-), in favour of “The Pupil International School ” on weekdays between 9:30 am and 3:30 pm, Monday to Friday, and on Saturdays between 9:30 am and 2:30 pm. You may also transfer the application fee online and intimate us through the mail.

3(a). Visit:

Once the application form is received, along with all the relevant documents, a mutually convenient time and the day would be fixed for visiting the school along with your child and an interaction with the school director and/or branch head. The same would be intimated to you by email and/or phone. Both the parents as well as the child are required to come for the interaction.

During the school visit, the student is engaged in an informal conversation as well as an assessment of language and logical reasoning skills in Primary School. The academic levels in these areas are gauged as well as the student’s ability to analyze and apply information.

For choice of the first and second language, please refer to the Language Policy of The Pupil School.

 

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III. DESIRABLE PROFILE OF STUDENTS FOR ADMISSION:

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In order to assess the suitability for admission, each student’s application is carefully studied. We look for students:

• who are open-minded, motivated and determined

• who demonstrate a keen interest in co-curricular activities such as sports, visual arts, music, and drama

• whose academic performance is average to excellent

• who demonstrates good conduct and is respectful to others

Previous experience with the IB programs can also be an advantage but is not a prerequisite for admission.

 

 

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IV. ADMISSIONS COMMITTEE AND DECISION-MAKING PROCESS:

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The Admissions Committee comprises the Head of School (HOS), Senior School Head, one Admissions Coordinator and the Primary Years Programme Coordinator (PYPC). Appropriate, additional members of staff will also be consulted as needed. Each member reviews the application files in turn and comments/recommendations are circulated.

Following the test and review by the admission team and other members, the student applicant may receive a call/email for a final interview if we decide to offer him/her a place. The parents need to accompany the students for the interview and a meeting with the Head of School and/or Senior School Head. Following the interview and meeting, a final decision to grant admission is taken. The final decision on all applications rests with the Head of School.

Once the decision on admission has been made, the Enrolment Contract is sent to the parent. On receiving the same, the parents need to go through it and return the contract duly signed and pay the fees in the specified timeline to block the seat. On receiving the payment, and the signed copy of the enrolment contract, the admission process will be deemed to be completed.

 

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V. ORIENTATION MEETING:

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This would be scheduled any time before the child’s first day at school. Both parents, as well as the child, are required to come for the meeting with the class teacher.

 

 

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VI. REQUIRED APPLICATION MATERIALS:

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•  Application form

•  Student Health Form in case of specific health concerns.

•  Birth Certificate

•  Immunization Copy

•  Last 3 years Report Card

•  2 passport size photographs

•  Transfer Certificate if applicable

 

 

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VII. PROVISIONS FOR SPECIAL NEEDS

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Students who have special needs or show a gap in their academic performance are gauged for the level of intervention that would be required to make their learning journey at The Pupil School a meaningful one.

The support needed for the student with the curriculum interventions and infrastructural adjustments should be possible for the school to provide.

 

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VIII. AGE CRITERIA

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The cut-off month for the age criteria is June 30th for each academic year. The children will be in their age-appropriate grade. Enrolment Age criteria as of 30th June:

Grades	Age Criteria
Grade 1	5 years 10 months
Grade 2	6 years 10 months
Grade 3	7 years 10 months
Grade 4	8 years 10 months
Grade 5	9 years 10 months
Grade 6	10 years 10 months

 

 

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IX. POLICY REVIEW COMMITTEE:

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The Admission Policy is a working document that will be reviewed annually. The Policy Review Committee will comprise the Managing Trustee, Director, Principal, and the Primary Years Programme Coordinator (PYPC).

The last Review is done in March 2021
Next Review in March 2022

 

 

 

 

I. PHILOSOPHY FOR PYP:

At The Pupil International School, our motto is to help children develop, to the fullest extent, their physical, emotional, mental, social and spiritual dimensions of their being, so that they can pursue their chosen path with confidence and success.

We believe assessments, are an integral part of our growth and a stepping stone to promote lifelong learning in our students.

Assessments are continuous processes that promote an inclusive approach by all the stakeholders in the development of a child. It is used to provide information about student performance in areas of both strength and challenges.

Assessments also provide information on the efficacy of a programme. They focus on what the students know and understand; their abilities and feelings at different stages of the learning cycle, with the aim of assessment being to maximize the potential of each student.

At The Pupil International School, we believe that Assessments are a positive process, which acts as a mechanism of feedback to enhance student learning, teaching methodologies, and parents supporting the overall development of student achievement.

Assessments can be holistic and analytical (i.e. they can diagnose strengths and identify areas of improvement). As the learning style of each child may be different, a range of assessment strategies is adopted at the school.

Evaluation is varied (self, peer, facilitator). The assessment process is transparent to allow students to build confidence in their abilities and take ownership of their learning achievements. Finally, our assessments provide opportunities that bring about the emergence of out-of-the-box thinkers, improved performances, demonstrations, and product development.

 

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II. RATIONALE

In this respect assessment should:

● be viewed as being integral to planning teaching and learning;

● assess the level of current knowledge and experience before embarking on new learning (assess prior knowledge);

● utilize a balanced range of strategies that are reviewed regularly;

● involve the students in both formative (peer and self) and summative assessment where appropriate/possible;

● provide prompt feedback for students with regular opportunities for reflection on their own learning;

● ascertain that learning outcomes are in alignment with curriculum objectives and goals;

● act as a feedback mechanism for curriculum development;

● reflect the intercultural dimensions of the programme;

● meet the needs of the students at particular ages and stages of development;

● require the storage of and easy access to student work showing progress over time;

● make clear to the students and parents the learning expectations and the integral assessment strategies;

● be documented in a written policy of assessment;

● allow for the analysis of assessment data in order to inform the evaluation and modification of the programme and teaching and learning strategies;

● allow for meaningful reporting to parents on student progress

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III. AIMS OF THIS ASSESSMENT POLICY:

Students go through the process of learning by acquiring knowledge, understanding concepts, acquisition and mastery of skills, development of attitudes, and the required wherewithal to take the necessary action.

The aim of this policy is to:

- ensure that assessment takes place regularly and is reflected in the program

- make certain that assessment tasks and reporting are developed, implemented and assessed collaboratively by teachers

- provide guidelines for assessment

This helps:

- maintain a varied approach to assessment

- seek and ensure continuous improvement

- us know that adequate assessment takes place to facilitate authentic evaluation and reporting.

 

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IV. ROLES AND RESPONSIBILITIES

All the teachers are responsible for the assessment, evaluation, and report generation of the students under their instruction. Students also have a role to play in assessments. They do self and peer assessments and take ownership of their learning.

When and How Will We Assess?

Assessment will be continuous and ongoing through:

• Observation – All the students are observed regularly focusing on a whole class or a one-on-one activity. This is particularly useful for assessing attitudes and skills.
• Selected responses - Single occasion, one-dimensional exercises (tests and quizzes)
• Open-ended tasks -Situations in which students are presented with a stimulus and asked to communicate an original response (essays, diagrams, presentations, organized debates, problem-solving activities, investigations and research)
• Performance assessments- A demonstration that transforms ideas into something concrete and observable through visual, audio, art, drama, movement, and/or music. This could also include opportunities to demonstrate and explain procedures and strategies such as a science experiment or a solution to a non-routine math problem.
• Oral presentations -include speeches, storytelling, retellings, recitations, drama, videos, debates, and oral interpretation and are evaluated according to predetermined criteria.
• Process-focused – Students are observed often and regularly and observations are recorded by noting typical as well as non-typical behaviour. (Eg: Hands-on activities and experimentation)
• Rubrics - An established set of criteria to rate students in all areas. The descriptors tell the assessor what signs or characteristics to look for and how to rate on pre-determined scales. Rubrics can be used for almost all areas like reading, writing, group presentations, math evaluation and so on.
• Portfolio - Student products represent completed student work in a variety of forms. Students can demonstrate understanding, application, originality, organizational skills, growth in social and academic skills and attitudes, and success in meeting other criteria.
• Exemplars- Samples of students’ work that serves as concrete standards against which other samples are judged.
• Checklist- These are lists of information, data, attributes or elements that should be present. Checklists can be used to in reading, writing, goal setting, self and peer evaluation.
• Anecdotal records - They are brief written notes based on observations of students. "Learning stories" are focused, extended observations that can be analyzed later.
• Continuums - These are visual representations of developmental stages of learning. They show a progression of achievement or identify where a student is in a process.
• Peer assessment- Peer evaluations consist of student analysis and assessment of peer proficiency using either established or self-generated criteria.
• Self–Assessment - A key concept in alternative assessment is having the student learn to recognize his/her own progress by taking the time to reflect. Those who are able to review their own performance, explain the reasons for choosing the processes they used, and identify the next step, develop insight and self-involvement. Self-reflection, an important concept in any form of assessment, is a particularly important component of a student portfolio.

 

What will we Assess?

The main objective of the assessment is to provide feedback on the learning process by gathering evidence about a student’s knowledge, the individual's ability to use the same, his/her disposition towards a discipline and for making inferences from that evidence for a variety of purposes.
Assessment involves gathering and analyzing information about students' performance in various essential elements of learning such as –

Knowledge

Concepts

Skills

Attitudes

Learner Profile Attributes

Action

 

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V. REPORTING ASSESSMENT:

Reporting is a means of giving “Feedback” for assessment. Assessment without feedback merely serves as “Judgement”. So, “Effective Feedback” is a component of assessment that lets us make sense of judgment and helps improve individual work.

Reporting on assessment is communicating what students know, understand and can do. It describes the progress of students' learning and identifies areas for growth.

Effective Reporting at The Pupil International School includes:

• involving parents, students and teachers as partners reflecting the school philosophy and values;
• being comprehensive, honest, fair, and credible;
• being clear and understandable to all parties;
• identifying strengths, and weaknesses and providing guidance for future improvement;
• ensuring that teachers incorporate what they learn during the reporting process into their future teaching and assessment practice;
• ongoing reporting throughout the course of lessons;
• summing up what students know, understand and do.
  
  

At The Pupil International School, we report on each student’s development through:
1. Conferences [PTM]

2. Written report [Term 1, 2, and 3 Report]

3. Gallery walks

4. Portfolio

5. Teacher’s Assessment Folder [Class Record Sheets]

1. Conferences:

The purpose of conferences is to share valuable information about the student’s progress. Parents, students. and teachers are all valued partners in the reporting process.

At The Pupil International School, we have 3 formally structured conferences:

OPTM (Orientation Parent Teacher Meeting) at the beginning of each academic session.

These are designed to give students feedback so they can reflect on their work and further refine and develop their skills. This is done frequently and is ongoing in order to support and encourage students' learning.

Teacher - Parent:
This is done six times a year to give parents information about each student's progress development and needs. This is an opportunity to share appreciation, to address concerns, answer parents' questions, define the curriculum program, and gather background information.

Three-way:
This involves the student, parent and teacher [done very rarely, on a need basis]

2. Written report [Term 1, 2, and 3 Report]

The Written Report or Feedback is sent home at the end of Terms 1, 2, and 3. The school strives to communicate, share and reflect on students learning at the end of each term.

This is a Summative record for students, parents and the school on a student’s progress. The Report indicates areas of strengths, areas of improvement across the curriculum. The learner profile attributes, attitudes and skills of students are reflected in the comments that teachers write.

 

3. Gallery walks

At the end of every unit, parents are invited to school and the students showcase their learning to their parents. This provides an opportunity for children to demonstrate independence and responsibility for their own learning. They also share the journey of their learning with their parents through independent presentations, group presentations, art, performances, demonstrations, and experiments.

It provides an opportunity to report students' understanding of the unit, concept, a topic, to parents. It unites students, teachers and parents to collaboratively celebrate the child’s success.

 

4. Portfolio

The Portfolio is used to identify students' growth and to provide a continuum for students to track their learning process and define their growth as a learner.
The portfolio provides data to parents, teachers, and students on student progress in all areas of curriculum, handling attitudes, skills and learner Profile attributes.
At the end of term-1 children share their portfolio with parents during the Gallery Walk. The portfolio consists of work samples of different subject areas, Summative assessment, and student reflection sheets from all areas of development.
Both students and teachers select items to go into the portfolio. Key workpieces in the portfolio have a reflection completed by the teacher/student. The work collected reflects student’s growth as a learner.

5. Teacher’s Assessment Folder [Class Record Sheets]

The teacher will maintain an assessment folder for the class. This includes ongoing assessment on all areas of concern to students' overall development. This folder is kept with the teacher and is referred to when working on the written report for terms 1, 2, and 3.

 

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VI. POLICY REVIEW

The assessment policy is a working document that will be reviewed annually. The policy review committee comprises the Managing Trustee, the Head of School (HOS), the Primary Years Program Coordinator (PYPC), the Curriculum Coordinator, and a teacher lead from each class.

The last review was done in April,  2021.
Next review is due in March, 2022.

 

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THE PUPIL INTERNATIONAL SCHOOL INCLUSION POLICY

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The Pupil International School Inclusion Policy was drafted with the following IB standards kept in mind:
Standard and Practices (2014):
B2.8: The school provides support for its students with learning and/or special educational needs and support for their teachers.
C3.10: Teaching and learning differentiates instruction to meet students’ learning needs and styles.

Standard and Practices (2020):
Environment (02)
2.2 The school supports the identified needs of students, and evidences this support through planning, policy, and practice.

Culture (03)
2. The school implements, communicates and regularly reviews an inclusion policy that creates cultures that support all students to reach their full potential.
2.1 The school implements and reviews an inclusion policy that meets IB guidelines.
2.2 The school identifies in its inclusion policy all its legal requirements and outlines the school’s structures and processes for compliance.
2.3 The school describes in its inclusion policy the rights and responsibilities of all members of the school community and clearly states the school’s vision for implementing inclusive programmes.

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I. PHILOSOPHY

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The Pupil International School’s mission is to enable every child to develop to the fullest extent the physical, emotional, mental, social and spiritual dimensions of their being, in order to pursue their chosen path with confidence and success.

“Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. It is facilitated in a culture of collaboration, mutual respect, support and problem-solving involving the whole school community.” – Learning diversity and inclusion in IB programmes, pg.3.

The Pupil believes in providing impeccable standards for the development of children in a holistic manner. To achieve this, it is imperative that prompt assistance is provided to every child in need and care of attention. It is important to acknowledge and spread awareness of the fact that ‘one size fits all’ cannot be followed in terms of education. Thus, the school aims at understanding the needs of each child to not only make the learning content diverse but also ensure that access to learning is made possible for all.

 

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III. SCOPE :

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This document applies to every member of The Pupil International School community - student, staff, parents/guardians, and visitors. Staff will also be held accountable for surveilling visitors to ensure the following of the policy expectations and practices.

 

 

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IV. PRINCIPLES OF LEARNING SUPPORT AT THE PUPIL  INTERNATIONAL SCHOOL:

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The Pupil supports and continues to work towards providing access for every student to the IB programme(s) and philosophy in its entirety. The school provides resources for every student’s learning support needs and equips their teachers and support staff accordingly. As per the IB guidance, the learning support program is run by identifying the students’ specific learning styles, scaffolding their learning and differentiating the curriculum.
The Pupil is pleased to have a team of trained specialists, who collaborate with a range of professionals to provide efficient learning support services by making use of various strategies. Our Learning Support Specialists/Teachers are trained in a wide spectrum of disorders, their specialization ranges from (not limited to) specific learning disabilities, developmental disabilities to disorders of attention.
The Pupil believes in providing the best form of education and opportunities for every child that becomes a part of the community, therefore, there will be an unbiased consideration of each admission application to ensure that the school will be able to provide equal opportunity to succeed. The seats in the Learning Support department are limited and admissions are subject to the availability of seats and resources. This is to ensure that every child is given the attention and help they require to not only learn but also develop in a holistic manner.

The Pupil’s inclusive values are reflected through the following:

• Effective whole-school policy (for EYP, PYP, and MYP) and parental acknowledgment and involvement
• Consistent enhancement of classroom-based learning and effectively dealing with learning difficulties at all levels within the school
• Provision of intensive early intervention and appropriate resources.
• Offering support to students experiencing low achievement and/or learning difficulties through a team approach which involves the students themselves, their teachers, parents and relevant support personnel
• Development and implementation of whole-school action plan to support students’ literacy progress
• Development and implementation of individual learning programmes for each student in receipt of supplementary teaching, based on an assessment of needs and a specification of learning targets for the student
• Establishment of effective home-school partnerships, including the development and sharing of support strategies for parents
• Collaboration with the team of professionals and special-educators, along with the form teachers to develop dynamic plans which will be reviewed and updated based on regular assessment of progress and achievement of levels of learning
• Planning strategically to improve the accessibility of the school’s premises (ramps and lifts for physically challenged students) and curriculum for all students, and surveilling the execution of the same
• Orientation sessions for the new teachers to get them familiarized with the school’s inclusion policy.

 

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V. PROCEDURES FOR DEVELOPMENT & IMPLEMENTATION:

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At The Pupil, the Pupil Assisted Learning Support (PALS) team provides various forms of support for children who face barriers to their learning. The support is given to students who are not able to make progress in spite of in-class interventions and differentiated teaching. The general forms of support are push-in or pull-out.
While following push-in support, the teacher works with the student in a small group/ 1:1 to help the student take part in class activities. This is done by giving them extra academic support and encouragement. It also caters to the child’s access to the general curriculum being followed while also limiting any disruption to their learning schedule. This includes modifications within the classroom environment. While following pull-out support, the teacher works with the student individually, outside of the class environment, to meet the specific learning need that cannot be supported in class. This is dependent on the child’s education needs and can include separate sessions with resources and tools that will bolster their confidence and improve their learning, assistance during exams, etc. as assessed and assigned by the PALS team member and the respective form/grade teacher in charge of the particular student’s profile. The provision of assistance for exams is usually evaluated and confirmed by the following members: PALS team, grade teacher, PYPC, Principal, and the Director.
The students who are assigned to the PALS program will have an individualized educational plan (IEP) with recommended accommodations and modifications as detailed in diagnostic reports from qualified specialists such as pediatricians and educational psychologists.
The procedure followed to assess and provide counseling and learning support:
• Form in-charge and co-teacher will provide a report on the child’s progress in all fronts (academic, soft skills, work behaviour)
• Based on the direction offered by the Principal and PYPC on receival of the report, the child’s learning will be assessed for a period of time after consulting with the PALS team.
• The PALS team will fill a detailed observation form of the current profile of the child, which will be shared with the PYPC and the Principal.
• Collaborative sharing of strategies by the PALS team with the form in charge and the co-teacher will take place to apply the same to assess the child’s response.
• After a significant period of general assessment in class, the PALS team acquires extensive feedback from all the teachers interacting/teaching the child and prepares an observation report.
• Based on the findings of the observation report, the Principal informs the parents about the future course of action which may include:

• Remedial classes for extra academic support.
• Carrying out child’s psycho-educational profiling, which reveals the true nature of support required the child requires
• Need for a formal assessment with educational psychologists and special educator team
• Assignment of a learning support faculty to the student.

If a child is unable to access or make sufficient progress, the PALS team may suggest an evaluation by an outside agency. This would depend on what best fits the child’s individual needs and the following situations:
• Little or no significant progress even when a student is receiving support in school
• Continued difficulty in developing literacy or numeracy skills
• Sensory or physical challenges which continue to affect the child’s learning, that can’t be satisfied by the accommodations and modifications to the child’s learning environment

The student’s individualized educational plan (IEP) helps in catering to the following areas of concern:
• Academics;
• Social and Emotional development;
• Behavioural skills;
• Strategies for form in-charge and co-teachers;
• Recommendations to parents
• Review reports, comments and updates
• The signatures of all stakeholders involved.

Points to note:
The PALS faculty devises an appropriate IEP with specific learning and behaviour targets to suit the learning needs of the child.
Students who have received a diagnosis by a certified Child Psychologist/Paediatrician may be exempted from the second language by having their documents approved by the Director.

 

 

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VI. ROLES AND RESPONSIBILITIES:

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Form in-charge and Co-teacher:
• Maintain a profile/record for every child to record overall progress (academic, social skills, work behaviour, etc.) with sufficient material to supplement their report
• Discuss concerns about students in their class with the PALS team if they have concerns about a student’s academic performance, behaviour, study/social skills, communication skills, as well as difficulties with gross and fine motor tasks
• Record concerns and keeps a log of observations and steps they have taken to help the student (to be maintained in the child’s profile/record)
• Learn, develop and implement differentiated teaching to meet the needs of all students in their class
• Builds on the strengths of each child, enhancing the student’s self-esteem
• Creates and propagates an environment where all students are accepted for their differences
• Plans and collaborates with the PALS team/faculty on a regular basis
• Shares lesson plans in advance with the PALS faculty to facilitate in-class support sessions
• Maintains frequent and efficient communication with parents by sharing information pertaining to the regular programme and extra support provided, and the child’s progress
Learning Support Teacher (PALS team):
• Promotes a school-wide understanding of learning differences
• Coordinates and plans Learning Support with the classroom/subject teacher on a regular basis
• Plans lessons for pull-out support sessions and assigns homework if necessary
• Provides support to students receiving Learning Support during in-class sessions, classroom/subject teacher planning for guidance
• Provides guidance and professional development to specialists and new faculty to assist them in understanding and meeting the needs of students receiving additional support
• Coordinates the development of the IEP with the classroom/subject teacher and the Principal
• Maintains frequent and effective communication with parents by sharing information pertaining to Learning Support
• Maintains Learning Support records current and archived as appropriate
• Participates in ongoing professional learning and maintain a personal portfolio of professional development activities relevant to Learning Support;
• Suggests possible resources or strategies that could be used in support of the child, both in class and at home;
• Contacts and networks with external agencies for informal advice and further information if needed.

Parent/Guardian:
• Provide the form teacher, PALS faculty, and PYPC with any relevant information, including details about the child’s health, early development and behaviour at home
• Offer support and encouragement to the child and cooperate with the school for the child’s welfare and development
• Sign and return copies of any home-school liaison arrangements, and attend all review meetings
• Supervise the child at home when doing any work which will help the child achieve the set targets, as agreed at the review meeting;
• Ensure their child has adequate sleep and rest and is fully equipped and punctual for school;
• Provide the school with their views on the child’s progress and the support given.

School community:
• Responsible for updating Inclusion policies and procedures;
• Supports the team during parent-teacher meetings, when necessary;
• Communicates the Learning Support procedure to staff;
• Promotes the use of the IEP as one of the primary means of tracking student progress in the Learning Support Programme.

Sharing of Information:
The learning support teacher respects the rights and responsibilities of parents for their children and endeavors to establish, as appropriate a collaborative relationship with parents to facilitate the student’s maximum development. There is ongoing communication between the parents and the PALS team. Regular feedback and progress of the child is shared with the parents. There are records of confidential students’ files, which are kept inside locked cupboards, with the relevant information comprising of IEPs and sessions reports. These files are accessible to the Learning Support Educator, PYPC, Principal and Director.

 

 

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VII. EXIT FROM LEARNING SUPPORT 

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• A student recommended for the mainstream classes will make the transition from the Learning Support Programme when they attain an appropriate level of success/achievement in their regular classroom and no longer require pull-out and/or in-class support
• Before any final action is taken, the student’s family is fully informed of the decision and the implications
• The form teacher and the assigned PALS faculty completes the Learning Support Exit form (evaluation of classroom performance).
• The exit may also take place if the parent expresses the inability to support the formal learning support at school on account of financial constraints, in such cases the child continues to be monitored by the guidance counselor assigned.

 

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VIII. LEARNING SUPPORT PROGRAM DEVELOPMENT 

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In The Pupil International School, there is a constant endeavour to develop the Pupil Assisted Learning Support (PALS) program. Consistent evaluation of the delivery of our program helps us in improving the program’s functionality. Teachers are provided with regular training and networking opportunities to hone their skills to enable differentiation of learning and meeting the needs of children.
Candidates who require inclusive assessment arrangements may have Learning Support requirements due to one or more of the following reasons:
• Autism spectrum / Asperger’s syndrome
• Learning difficulties and disabilities
• Medical conditions
• Mental, Physical, Emotional, and Sensory challenges
• Speech and/or communication difficulties

 

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IX. GUIDELINES:

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● The Inclusion policy and procedures are available on request.
● The policy is communicated at the time of admission and during the course of the child’s education.
● Guidance and resources on student inclusion, physical and mental health issues are available from the class teachers, the principal, and the school’s visiting psychologist at PTMs.
● The school community will practice all steps towards making every child feel included, important, and most importantly cared for.

 

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X. POLICY REVIEW:

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The Inclusion policy is a working document that will be updated annually. The Policy Review Committee is made up of the Director, Principal, the Primary Years Programme Coordinator (PYPC), the Pupil Assisted Support Program team, and the consulting educational psychologist.

The last Review is done in March 2021
Next Review in March 2022

 

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XI. RESOURCES:

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1. The LEARNING Code of Practice (Nov, 2001)
2. Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes (2010)