Access to Learning Section E STANDARDS & INDICATORS Council of International Schools New England Association of Schools & Colleges

Access to Learning Section E Standard 1 E1 There shall be effective procedures for identifying the learning needs of students, both at admission and while enrolled, to ensure that students in the school can benefit from the school’s program.

Access to Learning Section E - Indicators E1a Admissions E1b Student Needs E1c Assessment

Access to Learning Section E Standard 2 E2 Children with learning differences or specific needs who are admitted into the school shall be given support to access and enhance participation in the learning environment through appropriate and effective programs that are delivered by suitably qualified personnel.

Access to Learning Section E - Indicators E2a Learning Support Personnel E2b Data E2c L.S.P. (M.S.S.) Identified E2d Resources Enhance Curriculum E2e Support Program Integrated

Access to Learning Section E Standard 3 E3 Effective language support programs shall assist learners to access the school’s formal curriculum and other activities.

Access to Learning Section E - Indicators E3a Qualified Personnel E3b Training and use of pedagogical approaches E3c Sufficient personnel and resources E3d Encourage parents

Access to Learning Section E – Standard 4 E4 The school shall ensure that students have access to advice and counsel on academic, personal, career and tertiary education matters to effectively support their current and future development and achievement.

Access to Learning Section E - indicator E4a sufficient and qualified E4b counsel programs in policies for easy access E4c orientation for students new or exiting E4d program records kept E4e evaluation of programs’ effectiveness

Access to Learning Section E – Standard 5 E5 The school shall provide appropriate health care and promote the practices of healthy living to serve student well-being and enhance access to learning opportunities.

Access to Learning Section E - Indicators E5a in school and off-site E5b encourage healthy life style E5c awareness E5d assists health hazards in community

Section E Recommendations Council of International Schools New England Association of Schools & Colleges

Recommendation # 1 The administration, the Student Support Services and the Language Arts Department implement an English Language Support program.

RATIONALE JUSTIFICATION 5 YEARS The program exists, but only in the Preschool. HS-ES Placement tests must be passed before being admitted to any upper grade level. Contacted local entities to offer help, after school. PS, tutors and MSS assist children in acquiring the necessary English language skills School makes adjustments as needs arise.

Recommendation # 2 The administration and the Student Services provide for the gifted and talented.

RATIONALE JUSTIFICATION 5 YEARS HS offers advanced level classes in certain subjects. In process of offering AP courses approved by College Board in Math, Chemistry, Physics, and Spanish. “MACC”. Participation in local in congresses. As part of a holistic development where students succeed and excel in many other areas of their choice to compliment our curriculum. It is encouraged and accommodations are made when needed.

Recommendation # 3 The administration and the Student Services continue to improve the delivery of strategies to help those students with learning needs in the High School.

RATIONALE JUSTIFICATION 5 YEARS Marymount’s Student Support Program follows students from Preschool through the end of middle school, offering tutoring for Preschool and Elementary students, counseling for students and parents, more time for formal assessments, and a passing grade of 60%. For more serious cases, a “shadow” accompanies the student throughout the day, monitoring and motivating the child, as well as helping control behavior and attention. Teachers who work with these students meet with the respective psychologist and/or the outside specialists to work together on to help students to meet their needs. Some students develop the necessary skills that allow them to leave the condition of being a student with special needs and continue in the School without support, able to be successful academically as well as socially. In our current facilities, and with our current staff, going beyond the middle school level is not a viable option; however we work with counselors and outside specialists. In the next five years, when we move to the new school facility, we see ourselves helping students who require continued academic accommodations and modifications by opening a Learning Center that will have the resources (human and physical) that will support all students who have special needs through High School.

Action Plans Section E Recommendation #3 We see ourselves improving in the delivery of strategies and helping students who require continued academic accommodations and modifications by extending the service of special needs through eleventh grade in High School and have the Learning Support Group extend their services to the 11 th grade students through workshops given by specialists, and the creation of a Learning Center in the new school facilities.

Board and Administrative Council support in the aspects of policy and, budget. Strategic year-round faculty workshops in ways to work with students with special needs/learning disabilities. Clear policy for admissions and students with special needs.

Access to Teaching & Learning E: Accomplishments: The school’s Admissions process is a thorough one which used for all potential students and identifies specific learning needs. A team of professionals evaluates the applicants who must meet the required criteria for admission to the School. Once admitted, students’ learning needs are monitored in each of the areas by using in-class informal observation and standardized tests. The hiring of qualified personnel to enhance our internal support team has been a benefit for the Preschool. With the help of our occupational therapist and bilingual speech therapists many detections and interventions have been possible to prevent future problems. Psycho-affective Programs have been added to each Area, supervised by the Welfare Department A significant amount of students especially in the Preschool have had the opportunity to receive assistance from the internal support team. This preventive form of support has allowed for more students to meet the expected needs for the academic year. We have developed an outstanding collaborative team of inside and outside professionals working towards the benefit of our students.

Challenges: Working with parents to ensure healthy snacks and lunch boxes for Preschool and Primary Students. Continue to create consciousness among our teenagers of the dangers of drinking, smoking and using drugs even though we have these prevention programs in the school. Extending the support services to High school special needs students.