Inclusion Statement

ISS has an inclusive learning culture that nurtures all learners, differentiating instruction to empower them with
the range of competencies and characteristics they require to become skillful, active and fulfilled global
citizens.

Middle and High School Personalised Pathways at ISS

ISS recognises and embraces learning diversity and offers alternative pathways for students in the Middle
Years Programme and Diploma Programme. ISS aligns itself with IBs standards and practices for inclusion
(see Standards and Practices A:9, B:1:5, B2:8 and C3:10). The IB Guide To Inclusive Education is an important
resource for staff to refer to and use. IB programmes aim to increase access to the curriculum and
engagement in learning for all students, and therefore the terms inclusion and inclusive education refer to a
broad understanding that embraces the diversity of learners and all minority groups. (What is an IB education?
2013). ISS provides support for its students with learning and/or special educational needs and support for
their teachers.

ISS recognises and understands the need to provide multiple access points to a wide range of learners and
therefore, we offer distinct programmes in MYP and DP for students who require more personalised support.
This document outlines the definitions of our pathways with examples of in-class strategies, curriculum
implications, who is eligible for each programme and what is earned at the completion of each programme.
Every classroom at ISS practices differentiation to meet the learning needs of every student and therefore, this
practice is also outlined in this document.

Differentiation: personalising curriculum by appealing to a range of interests and by using varied rates of
instruction along with varied degrees of complexity and different support systems to meet the needs and
strengths of all learners. In differentiated classrooms, teachers ensure that students are on an individualised
pathway, always moving towardand often beyonddesignated content goals.

Curriculum Implications: The curriculum expectation stays the same. The concepts and core skills and
content and the outcomes expected from that curriculum are not altered.

Students Who Are Eligible: all students

Examples of differentiation

Providing learning centres that students rotate amongst.

Matching homework to student need whenever possible, trying to ensure that practice is meaningful for
everyone.
Students are given the opportunity to propose their own product formats.
Grouping students by shared interest, topic or ability for assignments.

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 Assess students' learning using formative assessment.
Providing options to showcase learning.
Provide textbooks for visual and word learners.
Allow auditory learners to listen to audio books.
Give kinesthetic learners the opportunity to complete an interactive assignment online.
Allow verbal/dictated responses to be supported by the use of a scribe

Adapted Program. Teaching strategies, assessment and evaluation strategies, supports and/or services that
are required for a student to access the curriculum and demonstrate learning. For students on a Student
Support Plan and monitored by a Student Support Teacher.

Curriculum Implications: The curriculum expectation stays the same. The concepts and core skills and
content and the outcomes expected from that curriculum are the same as for all other students. The course
title is not altered on the end of semester reports. The student is entitled to specific
adaptations/accommodations listed on their Student Plan.

Examples of Accommodations:

Reduction of work
Large print textbooks
Additional time for assignments
Adaptive writing utensils
Study sheets and teacher outlines
Use of tape recorder for lectures
Use of computers and calculators
Books on tape
Reduction of distractions
Answers to be dictated
Use a word processor to type notes or give responses in class
No penalty for spelling errors or illegible handwriting
Verbal and visual cues regarding directions and staying on task
Provided with another students notes
Provided with teachers notes
Use sensory tools such as an exercise band that can be looped around a chairs legs.
Provide extra time to process oral information and directions
Extended time on homework and projects

*The end of semester report does not reflect any adaptations to curriculum.

Process: Accommodations are added to the Student Plan during the Student Plan meeting (all teachers and
integrators are invited to this meeting). Teachers are notified of any additional accommodations, if they are
added after the meeting. If a student does not have a Student Plan, there must be a medical letter that states
the child needs certain accommodations and the school is given a copy of this report.

Modified Program/Pathways Diploma: When a teacher makes changes to the content of the learning
expectations that are different from the age and/or grade placement of the student or is exempt from a
particular class(es). .

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 Curriculum Implications: in a modified program the curriculum expectation is changed. Students are not
held accountable to the same standards as other students. The report card reflects a modified class or
programme. Traditional grades are not used, a pass-fail is instituted accompanied with comments. A Pass
can result in credit (for the purposes of an ISS transcript/diploma), but only if that pass is deemed to represent
a standard of learning in that subject which is at least equivalent to a pass (a grade 3) in the regular course. If
a student is exempt from a class, the student will be given alternatives for those time blocks of time and will
work on skills outlined in the Student Plan. The skills the student is working on will be reflected as a class on
their report card and the Student Support Teacher will oversee the comments and marks.

Process: The Pre-Referral Modified Grade Process is followed. A modified program requires at least 6 weeks
of data collection from teachers. The Student Support Teacher, IB Coordinator, HR Teacher and the Principal
are all part of the process along with the student and parents. Informal and formal data is gathered, discussed
in two separate meetings and parents are informed on how the modified grade(s) impact the IB pathway, the
timeline and how it is reflected on report cards. Parents are required to provide written consent.

Within a modified program the student may still be entitled to certain instructional adaptations listed on their
Student Plan.

Examples of Modifications:

Teachers will use the MYP/DP objectives appropriate for that grade level, but are selective in which objectives
(both DP & MYP) and strands (MYP only) they assess the student on.
The teacher uses and grades student against Year 1 or 2 MYP Criteria for a student in Grades 8, 9 or 10.
Note: for Grades 11 and 12 the assessment criteria is the same.
Teacher uses DP assessment criteria for Grade 11 and 12, however, and students would study a reduced
number of units per subject also a reduction of subjects.
Alternate in-class tasks, homework problems and assessments.
Be given alternate projects or assignments.
Learn different material (such as continuing to work on multiplication while classmates move on to fractions).
Get graded or assessed using a different standard than the one for classmates.
Be excused from particular projects.
Use of alternative books or materials on the topic being studied.
Word bank of choices for answers to test questions.
Exemption from a class(es) for cases that there are no other alternatives.

Secondary Pathways
In most cases, the school can offer an MYP modified curriculum for all subject groups. There are some cases
when a student can be considered to be exempt from one subject group in Years 1-3 and 1 or more subject
groups in years 4-5.

The MYP Certificate is exclusively based on the students performance in Grade 10: the MYP external e-
assessment and ePortfolios. Therefore, Years 1- 4 do not have immediate effect on the MYP Certificate.
However, students are required to learn two languages to complete MYP successfully. Therefore, if a second
language is not taken in years 1-3, the student will be disadvantaged to be eligible for the MYP certificate as
they need to pass two languages and are placed in Phase 2 Mandarin or French class in Year 4. For ESL
Phase 2 students, when they exit the ESL supported programme, they will start learning a second language.

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Year MYP Alternatives Implications Assessment and
Requirements Reporting

Year 1 One subject per MYP subject Modified Grades Modified grades impact Modified Grades
and 2 Group. the depth and breadth of a It will be reflected
Exemption from subjects content. If a in the narrative.
The subject groups are: one subject student has modified A grade is
group. grade for the same class optional.
1. Language and Literature for two consecutive years,
2. Language Acquisition this will affect their Class Exemption
3. Individuals and Societies competency in the subject. A class will be
4. Mathematics created to reflect
5. Science Class exemptions will not the work the
6. Arts affect the MYP certificate student has done
7. Physical Education directly, but it does affect a in lieu of the
8. Design students development and class, there will
progression in content be no grade
and understanding. given, a narrative
will be provided.

Year 3 One subject per MYP subject Modified Grades Modified grades impact Modified Grades
Group. the depth and breadth of a It will be reflected
*ISS subjects content. If a in the narrative.
recommends a student has modified A grade is
student take the grade for the same class optional.
full IB for two consecutive years,
programme. A this will affect their Class Exemption
language is competency in the subject. A class will be
particularly created to reflect
important as the Class exemptions at this the work the
student will be point do affect the MYP student has done
placed in Phase Certificate. in lieu of the
2 for French or class, there will
Mandarin in be no grade
Year 4 at ISS. given, a narrative
will be provided.

Year 4 Five cores subjects plus PHE, Modified Grades Modified grades impact Modified Grades
Design and one subject from Exemption from the depth and breadth of a It will be reflected
The Arts (Visual Arts, Drama one or more subjects content. If a in the narrative.
and Music). subject groups. student has modified A grade will be
grade for the same class given.
Requirements for two consecutive years,
1. Language and Literature this will affect their Class Exemption
2. Language Acquisition competency in the subject. A class will be
3. Individuals and Societies created to reflect
4. Mathematics the work the
5. Science Some class exemptions do student has done
affect the MYP Certificate. in lieu of the
class, there will

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 be no grade
given, a narrative
will be provided.

Year 5 Core subjects, plus one from Modified Grades Modified grades impact Modified Grades
arts or design and non-MYP the depth and breadth and It will be reflected
PHE. Exemption from it will affect their in the narrative.
one or more competency in the subject. A grade will be
Five e-assessments subject groups. given.
(Mathematics, Science, Some class exemptions do
Language and Literature, affect the MYP Certificate. Class Exemption
Individuals and Societies and A class will be
Interdisciplinary) created to reflect
one Language acquisition e- the work the
Portfolio student has done
One e-Portfolio from Design or in lieu of the
The Arts class, there will
Non-MYP PHE be no grade
given, a narrative
will be provided.

MYP Pathways

MYP Certificate and/or MYP Results MYP

Recognition of Completion of a 2-year course

If a student does not meet all the
requirements of the MYP Certificate, they
are given the MYP results. If a Student
meets all the requirements for the MYP
Certificate, they are also given the MYP
results.
Students who require a more personalised and supported
pathway, which include students who are on a modified or
ESL Supported Programme.
ESL Supported Programme
Students are exempt from the following:

Requirements for receiving the MYP 1. e-Assessment

Certificate: 2. e-Portfolio.
3. Personal Project.
Earning a passing mark for six subjects (a
3 and above) Student are required to complete the following:

Completing and passing five e- 1. One term of each elective (art, music, drama and design).
2. Earning a passing mark for five/six subjects (a 3 and above)
Assessments (Mathematics, Science,
Language and Literature, Individuals and
Modified Programme
Societies and Interdisciplinary)
A modified programme is a personalised pathway as indicated
on the Student Plan. Every modified programme will be
Completing and passing one Language

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acquisition e-Portfolio (or a second
language and literature, e.g. Mother
Tongue)
Completing and passing one e-Portfolio.
(Music, Drama, Art or Design).
Completing and passing a Personal
project.
DP
Year DP
Requirements
Year 1 One subject per DP subject
groups 1 to 5, plus one
subject from group 6 OR a
second subject from groups 3
or 4.
The subject groups are:
Group 1: Language &
Literature
Group 2: Language
Acquisition
Group 3: Individuals &
Societies
Group 4: Experimental
Sciences
Group 5: Mathematics
Group 6: Arts
3 subjects at HL, 3 at SL.
Theory of Knowledge
Extended Essay
Creativity, Activity, Service
(CAS) programme
Year 2 Same as for Year 1
One subject per DP subject
groups 1 to 5, plus one
subject from group 6 OR a
second subject from groups 3
catered for an individuals specific learning needs and
therefore there are no general requirements or exemptions.
Alternatives Implications Assessment and
Reporting
Modified Grades Modified grades impact Modified Grades
the depth and breadth of a It will be reflected
Exemption from subjects content. in the narrative.
one subject No grade be
group. A modified programme given.
results in students not
meeting the requirements Class Exemption
for any IB qualification A class will be
Diploma or Diploma created to reflect
Course. the work the
student has done
In most cases, internal in lieu of the
exams are modified. class, there will
be no grade
given, a narrative
will be provided.
Modified Grades Modified grades impact Modified Grades
the depth and breadth of a It will be reflected
Exemption from subjects content. in the narrative.
one subject In the transcripts,
group. Students are not the letters P and
registered for IB exams F will be used to
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 or 4. and internal exams are indicate pass or
modified. Therefore, fail.
The subject groups are: students are not awarded
Group 1: Language & any IB qualification, Class Exemption
Literature instead they will receive an A class will be
Group 2: Language ISS HS Leavers created to reflect
Acquisition Certificate. the work the
Group 3: Individuals & student has done
Societies in lieu of the
Group 4: Experimental class, there will
Sciences be no grade
Group 5: Mathematics given, a narrative
Group 6: Arts will be provided.

3 subjects at HL, 3 at SL.

Theory of Knowledge
Extended Essay
Creativity, Activity, Service
(CAS) programme

DP Pathways

IB Diploma IB Diploma Course ISS High School Leavers ISS Certificate of

Certificate Certificate Attendance
(5-6 subjects)

In addition to the ISS In addition to the ISS High One of more classes can be Students who do
High School leavers School leavers certificate, modified resulting in a P not meet graduation
certificate, if students IB Diploma Course grade being awarded in some requirements.
complete the necessary certificate is appropriate or all subjects. All
requirements they will for students who need assessments are internal. *Students who do
also earn the more flexibility and not pass a minimum
International lessened academic strain The Graduation of 60% of their
Baccalaureate Diploma. in their last two years in Requirements necessary to classes to be
High School by taking a earn the ISS HS Leavers promoted to the
Requirements for reduced number of Certificate are as follows: next grade
receiving the IB courses, usually at
Diploma apply to the Standard Level. English 4.0 credits * Students who do
last 2 years at ISS Elective 8/10 credit not pass a minimum
(Grades 11-12) and Students either begin or Humanities 3.0 credits of 60% of their
include: transfer to IB Diploma Foreign Language 2.0/0 classes in their final
Course status. credits year
Scoring a minimum of Mathematics 3.0 credits
twenty-four points (24) Student gain an IB Science 3.0 credits

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in the six (6) subject Diploma Course TOTAL: 23 credits
areas Certificate, listing each
subject where they have Note:
Completing three met the requirements for a. Successful completion of the
subjects at Higher Level both external and internal CAS (Creativity, Activity and
(HL) with a minimum assessment components. Service) programme is an
score of 12 points in the ISS Graduation requirement
three HL subjects Provided with an option
(lowest grade allowed is of HL or SL in one or moreb. Successful completion of the
a 3) (max. three) courses Theory of Knowledge (TOK)
course is an ISS Graduation
Completing three Requirements requirement
subjects at Standard
Level (SL) with a Completion of subjects
minimum score of 9 and external & internal
points in the three SL assessment components
subjects (lowest grade
allowed is a 3) Successful completion of
the Creativity, Activity,
Completing and Service (CAS) programme
receiving a passing
grade (i.e. grade D) on Successful completion of
the Extended Essay all TOK classes.
(EE)
Exemption
Completing the
Creativity, Activity, Extended Essay
Service (CAS)
requirements

Receiving a passing
grade (i.e. grade D) on
the Theory of
Knowledge (TOK)
essay and presentation.