LEARNING SUPPORT

We are proud of our virtual school program and acknowledge that in-person learning is not replicable in a virtual setting. As a result, it is our duty to respond accordingly to ensure our students are ready for life beyond ISB. This year, we have reviewed data, responded to student needs, and rethought service delivery options.

Fortunately, the preliminary academic data in the older grades suggest minimum impact within grade-level cohorts. This does not imply that all students responded well to a virtual learning environment; instead, it grants us guidance on how to respond. Knowing that overall grade-level data remained consistent allowed us to focus on individual students. To address potential learning gaps, these students received additional support from our learning support teachers, learning support associates, content area teachers, and instructional assistants. Although this approach fits within our previously established MTSS framework, we did see further improvements in the system, such as increased Tier 2 interventions in the Middle School and additional 1:1 coaching in the high school.

Many parents of elementary school students around the globe would agree that virtual school for the youngest learners is a challenge. As one might predict, we identified some learning gaps in literacy and math skills. As a result, we needed a slightly different approach. Instead of focusing on individual students, we provided all students additional whole class support in key instructional areas. In time, we could better identify when a student was experiencing an instructional gap versus a learning difference. Once learning differences were identified, students entered into a more individualized Tier 2 intervention.

The impact of COVID-19 has been profound. We continue to use this experience as an opportunity to improve our services. Over the past three school years, we have become more adaptable, flexible, and responsive in our service delivery model. We will continue to review data and adjust our services accordingly in a post-pandemic world.

Finally, our Life Centered Education (LCE) program, which provides services to students with low-incidence disabilities and Autism Spectrum Disorder (ASD), achieved another milestone by extending services into Middle School. This year we had two Grade 6 students receiving highly specialized and individualized support from the LCE while integrating with same-aged peers in various content and specialist classes. During the 2021-22 school year, the elementary and middle school LCE programs shared a common space, which has benefited the programs during this first year.

Moving forward, we have identified an area and finalized plans to officially open the second LCE learning space in the Elementary School for the 2022-23 school year. Expanding and growing a program takes considerable time and attention. We are proud of our LCE team and the ISB community for embracing neurodiversity and honoring the idea that everyone is a valued, contributing member of our community.