Student Support
An Inclusive Community
International School Basel lives its Mission through an inclusive approach to teaching, welcoming students with very diverse learning profiles.
Embracing students’ differences and unique abilities adds to the rich diversity of our school and establishes a culture of mutual benefit, where students learn from and care for one another.
Inclusion at ISB
We understand inclusion as the intentional intersection of shared understanding and beliefs, expert skills, and resources.
We believe that students:
- want to help one another regardless of their disparities and difference
- learn in different ways but always to their highest potential
-
learn best when they are interested in and enjoy the learning experience
A Range of Support Options
English Language Support
We provide a nurturing and welcoming environment for students who have little English knowledge. The aim of English as an Additional Language (EAL) is to equip students with the language skills necessary to thrive in school.
Our team of EAL specialist teachers support students who are not yet proficient in English. The EAL programme helps students improve their English – reading, writing, listening and speaking skills. Students are placed in groups with their peers and according to their abilities.
There are three English learning stages for EAL students:
- Emerging
- Developing
- Consolidating
The students English competency is evaluated in the admissions process and informs their appropriate placement. Expectations differ, depending on the programme they are applying to. All students are interviewed by an EAL specialist. In addition, students applying to Grade 6 - 12 are asked to complete an online or in person placement test.
Supportive Learning
International School Basel offers a continuum of support for students with mild, moderate, and intensive learning needs, to ensure a quality and equitable education for all of our students.
Our Learning Support teachers work collaboratively with regular teachers to support students in accessing the curriculum and learning vital skills for success. This team includes qualified and experienced professionals with expertise in learning and intellectual disabilities, as well evaluation and assessment. We offer various levels of support for our students depending on their individual needs.
Accommodation Plan
Student Profile
- Identified learning disability/diagnosis impacts learning
- Learns the general education curriculum with accommodations only
- Evaluation indicates student has average to above intelligence
- Performs academically at grade level
- Requires 0 minutes/weekly of direct support
- Mild support needed
Type of Support
- Accommodation Plan written and shared with team
- Learning Support teacher case manages to ensure accommodations are effective and implemented consistently in the classroom
- Student attends all content classes
- No direct support provided
Examples
- Student diagnosed with mild ADHD requires a daily note home and teacher signature on planner
- Student with hearing impairment requires an FM system and preferred seating
- Student with a writing disability requires the use of a word processor
The Accommodation Plan is included in standard ISB tuition.
Accommodation Plan Entrance Criteria
Plan Entrance Criteria
To qualify for a formal Accommodation Plan at ISB, students must meet specific criteria aligned with best practices in the field of special education and IBDP/College Board requirements. It is important to note, an evaluation or medical letter does not automatically warrant formal accommodations as most students with a diagnosis are able to access the content through differentiated instructional strategies. Both documentation and educational evidence must exist in order for a student to receive formal accommodations.
The required documentation is a psycho-educational or medical evaluation with specific elements included:
- On letterhead, signed, and dated by the evaluator;
- With name, title, and professional credentials of the evaluator;
- Includes specific nature of learning support requirements and how the diagnosed disability impacts learning;
- Listed tests or techniques used to arrive at the identification (diagnostic criteria from the DSM 5 (DSM IV is allowable), ICD, or other equally legitimate diagnostic criteria;
- Based on recent editions of standardized psychological tests;
- With results reported as Standard Scores (mean 100, standard deviation 15);
- Translated to English.
Required educational evidence:
- School observations;
- Work samples produced without accommodations;
- History of prior diagnosis and use of formal accommodations;
- Individual Learning Plan (ILP) / 504 Accommodation Plan;
- Demonstrated consistent use of accommodation(s).
Plan Exit Criteria
Students may be exited from an Accommodation Plan when:
- Strategies and new learning are consistently applied in all academic areas for at least one semester;
- Grades of mostly 4 or above at Fiechten or Reinach and 3 or above at Aesch for one semester;
- Demonstrates skill attainment at grade level;
- Demonstrates standardized scores of 86 < or 35 < % on ISB assessments;
- Possesses motivational, organizational, and academic skills to maintain school success;
- Parent or student request exit from the services.
Learning Support
Our Learning Support program offers several options
-
Consultation with classroom teachers
Learning Support teachers regularly consult and plan with classroom teachers to strategize and implement interventions. - Implementation of accommodations
Students receive accommodations in the classroom that allow them to bypass a learning disability and access the grade level curriculum. - Small group instruction in the classroom
Learning Support teachers provide support to students in their content classrooms. The focus is on teaching strategies and skills that support students to access and learn the grade level curriculum. - Small group instruction in a Learning Support classroom
Some students learn best in an alternate setting where instruction is provided in small groups. In these small groups, Learning Support teachers focus on teaching remedial skills, organizational and study skills, time management, and supporting grade level content.
- Modified curriculum
Some students with a documented disability require specialized curriculum and are provided modifications within the regular school curriculum. Modifications change the learning outcomes for students and provide an appropriately challenging curriculum at their instructional levels. Modifications are designed by the Learning Support teachers and implemented in the classroom environment. - 1:1 teacher assistant support
Students who require intensive support, display multiple learning challenges, and/or require extensive modifications to the curriculum may be supported by a 1:1 teacher assistant who delivers interventions planned by Learning Support and classroom teachers.
Student Profile
- Identified learning disability/diagnosis or learning challenge impacts learning
- Learns the general education curriculum with accommodations and/or modifications
- Evaluation indicates student has average to above average intelligence
- Performs academically 1+ years below grade expectations
- Requires approximately 150-350 minutes/weekly of direct support
- Mild/moderate support needed
Type of Support
- Individualized Learning Plan (ILP) written and shared with team
- Learning Support teacher case manages program
- Student attends all content classes with small group instruction in goal areas
- Student receives direct teaching from Learning Support teacher.
Examples
- Student diagnosed with reading disability requires daily remedial reading instruction.
- Student diagnosed with a writing disability and ADHD requires remedial writing support and accommodations in class.
- Student with language disorder requires direct instruction in a small group for reading comprehension.
The Learning Support Plan is included in standard ISB tuition.
Learning Support Entrance Criteria
Plan Entrance Criteria
In the case where a student does not meet formal entrance criteria, the CST may use professional discretion to qualify a student for support.
- The student has a history of poor academic grades as indicated on progress report (i.e. <3, <D, etc.)
-
The student demonstrates academic achievement below grade expectations:*
- EC 1 - EC 3 6+ months
- Grades 1 - 8 1+ years
- Grades 11 - 12 1+ years**
* The CST will review the student’s educational history, English language proficiency, and learning behavior to determine the most appropriate supports.
** Student course selection will be evaluated to determine appropriateness of course selection prior to entrance in Learning Support.
- Documented concern by previous or current teachers raised in the past three years.
- Documented interventions and strategies consistently implemented over time with little or no progress evident: EC 1 to Grade 5 = 4 - 6 weeks Grade 6 to Grade 12 = one school quarter
- The student’s standardized test scores are < 35 %ile, < SS85 etc.
- The student has an Individualized Education Plan (IEP) or 504 Accommodation Plan from a previous school.
- The student has a current psycho-educational evaluation (3 - 5 years) and a diagnosed learning disability that impacts learning.
- The student has a diagnosed physical disability that impacts learning.
- The student has a diagnosed mental health and/or social/emotional diagnosis that impacts their own learning.***
*** The CST will evaluate all evidence to determine best supports aligned with the student’s primary diagnosis.
Plan Exit Criteria
Students may exit Learning Support when they no longer demonstrate a need for support.
- ILP goals met
- Strategies and new learning consistently applied in all academic areas for at least one semester
- Grades of mostly 4 < (Feichten/ Reinach) and 3 < (Aesch) for one semester
- Demonstrates skill attainment at grade level
- Demonstrates standardized scores of 86 < or 35 < %ile on ISB assessments
- Possesses motivational, organizational, and academic skills to maintain school success
- Parent or student request exit from the program
1:1 Teacher Assistant
Student Profile
- Identified learning disability/diagnosis or learning challenge impacts learning
- Has multiple diagnoses and/or learning challenges (i.e. Autism Spectrum Disorder-ASD and behavioral/social difficulties; language disorder and ADHD; physical disability, etc.
- Learns the grade level curriculum with accommodations and some modifications
- Evaluation indicates students has average to above average intelligence
- Performs 2+ years below grade level expectations
- Requires approximately 350+ minutes/weekly of direct support
- Intensive support needed.
Type of Support
- ILP written and shared with team
- Learning Support teacher case manages program
- 1:1 teacher assistant implements Learning Support teacher’s plans and works individually with student
- Student attends content classes with support from 1:1 teacher assistant
- Student receives direct instruction from Learning Support teacher and 1:1 teacher assistant
- If physical disability only, student is supported by 1:1 teacher with daily living skills and classroom tasks.
Examples
- Student with ASD and ADHD requires intensive support with behavioral & social skills, attention, and academics
- Student with blindness requires 1:1 support for mobility, safety, and provision of specialized accommodations
- Student with learning disability, ADHD, and behavioral difficulties requires intensive support to access curriculum and participate in social settings
The 1:1 Teacher Assistant Plan is subject to a fee of CHF 20,000 - 60,000 in addition to standard ISB tuition.
Therapies & Evaluations
Therapies
Some students require specialized therapy to learn and access the curriculum. Private speech language, occupational, and physical therapists work with students during the school day.
Psycho-Educational Evaluations
Our School Psychologist administers psycho-educational testing for students. This information supports students to better understand their learning profile and experience greater success in school. It also helps classroom teachers to tailor instruction to individuals’ needs. We do not test students to "label" a disability, but to diagnose a learning profile and understand student strengths and challenges, so students receive what they need to learn best. Results from psycho-educational testing allow students to apply for accommodations for external examinations.