Student monitoring system
A child has a natural tendency for development and is by its very nature inquisitive. We try to balance these tendencies and to stimulate the child in different directions. If a child’s development proceeds at a somewhat slower pace we provide help. The school is structured by age groups. Children of the same age are generally grouped together. The school generally tends to make use of smaller groups. Our goal is to take the needs of each individual child into account to the maximum extent possible.
The subjects ‘Literacy’ and ‘Mathematics’ constitute the core of our education programme.
At our school, the students are monitored in different areas. We not only look at their cognitive abilities, but also at their social-emotional wellbeing and executive functioning. For instance, in groups 1 and 2 of the Dutch Language Stream, we use ‘Look!’ and in groups 3-8 it is ‘SCOL’ and ‘CITO’ .
In the international department, children are monitored using the INCAS assessments by CEM, (the Centre for Evaluation and Monitoring). Children are assessed in the first few weeks after the start of the school year, or when the child has recently started at the ISE. With the INCAS assessment we get a picture of the academic development for language and maths, but also of the overall learning skills. In the International department the students’ social and emotional development is monitored by ‘Emotional Literacy’ from NFER Nelson.
External education guidance bureaus, supports the school and teachers by providing advice, information and guidance to students and their teachers in case of learning and/or behavioural problems. In addition, at the ISE we have a number of teaching assistants, remedial teachers and a motor remedial teachers to support the students.
Behaviour, performance in class and/or the results of tests and assessments sometimes provide reasons for taking action. For example, it may be necessary to (temporarily) give a child additional assistance. The school has Learning Support Coordinators responsible for coordinating the assistance required. In cooperation with the group teachers, the Learning Support Coordinators observe students that require additional assistance, advises class teachers and support staff, prepares action plans and can carry out assessments to determine if it is necessary to seek external assistance.
Occasionally we may advise that a child be redirected to some form of special education. Such advice is always preceded by a carefully planned process.
Because we feel it is important that every member of our community feels welcome and safe in our school, we use the positive behaviour approach. We also have an anti- bullying policy that we use in case bullying takes place.
Dutch Bilingual Department – Testing and Results
The Dutch Language Department uses the following tests to monitor students’ skills development:
- In Group 4: administered to Group 3 students who require individual attention.
- When needed we can also assess children with the Raven 2 to determine non verbal development level
In addition to the usual student reports, parents/guardians also receive an educational assessment report when:
- A student applies for secondary education in group 8.
- A student registers for another primary school, e.g. in case of a move.
A report will keep the parents/guardians of students in groups 1 – 8 up to date on the progress of their children. The first report mainly covers the social and emotional development of the child and the second and third reports will specify the academic ability. Parents/guardians will always be able to discuss the results in a meeting with the class teacher.
The results of the tests are discussed by the team during student assessment meetings. The results are filed in an individual student file. We use the ParnasSys – a leading company in the development of testing and assessment instruments – student monitoring system. As parent/ guardian you are entitled to view the student file of your child(ren). Please contact the school to make the necessary arrangements.
In addition to the results of the tests mentioned above, the teacher’s observations during class and the results of the method-related tests constitute an even more important tool for monitoring progress and development.
The CITO “Entrance Examination” is administered to students in group 7. This test provides information about progress related to the cognitive development of the children. Results of these tests are always discussed with the parents.
All students in Group 8 take the “Primary Education Final Examination”. The ISE has chosen the IEP test. The results of the test provides information about the individual student in relation to making the transition to the secondary school system and also for evaluating the education provided within the school itself. The results are discussed with the class teacher and the student.
Primary education final examination
Students will be closely monitored in their development throughout the curricular year. This is an on-going process and is achieved through informal observation, schematic testing and standardized assessments (as listed on the previous page). The purpose of these assessments are to monitor your child’s development. They are mainly conducted to facilitate our teaching and to determine how the school needs to cater for the social/emotional and academic needs of our students. Your child’s results will be shared with you when the teacher has recognized a significant delay or acceleration in your child’s skills development. The class teacher will be able to answer any questions concerning the assessments in their group.
International Department – Testing and Results
The International Department uses the following standardized assessments to monitor students’ skills development:
INCAS Analysis 2022 NOG IN TE VULLEN
Interpretation of the standardized scores:
Group 3: 71 students
Group 4: 81 students
Group 5: 77 students
Group 6: 59 students
Group 7: 105 students