At the American School of Bombay we believe that every child learns at different paces and in different ways.
Dedication to Inclusion
At ASB, inclusion is both an attitude and approach. It is an ongoing commitment to valuing, empowering, and supporting the individual learning needs of all students. We aim to provide students access and engagement in our inclusive environment through the removal of barriers that may lead to exclusion; assuring that all viable support systems are available, provided, and maintained.
Using the Multitiered Systems of Support, ASB recognizes that some students may need small group or individualized learning services, so that they may work toward, meet or exceed grade level proficiency. Others may need a modified program that runs alongside that of their peers. ASB believes in the importance of a collaborative approach to serving students, including parents and guardians, classroom teachers, special services staff, and administrators in implementing and monitoring for growth and success. ASB will provide for all students whom we have the resources to serve.
- Counseling Support (Pre-K-G12)
- English as Additional Language (G1-G11)
- Speech and Language Therapy (Pre-K-G12)
- Learning Support (Pre-K-G12)
- School Psychology Services (Pre-K-G12)
- Occupational Therapy (Pre-K-G8)
- High Ability Enrichment and Extensions (Pre-K-G12)
- Early Intervention (Pre-K-KG)
* To best support individuals, ASB also collaborates with outside services agencies and partners with parents in sourcing outside services.
Should educational testing be recommended - either as part of the admissions process or at any stage following admission to the school - ASB will conduct such testing within the school setting. Our experienced team includes educators familiar with the most recent testing and assessment procedures. If ASB is unable to conduct the tests at school, we will provide a list of testing facilities whom we have vetted and align with our school philosophy and approach to working with students of differing needs.
Should parents express a desire for educational testing at any point, ASB expects to partner with families to determine what tests (if any) should be conducted. Test validity can be compromised if families choose testing outside of ASB and the school is not consulted.
Individualized Learning Services (ILS) at ASB provides a system of support for students with mild learning and/or behavioral needs, using a multi-tiered approach. Students targeted for this programing are those who, through multiple data points, have shown consistent challenges in working towards or meeting grade level expectations in one or more performance areas.
All ASB faculty and staff (i.e. general classroom teachers, learning coaches, specialists, English as an Additional Language teachers, teaching assistants) are collectively responsible for the growth and development of each child; the service provision includes stakeholder/parent collaboration at each tier of support.
The tiers are intended to provide a framework that aids in dialogue and discussion regarding student need, and not to confine a student to a specific tier. Service models for supporting the needs of a student in ILS are fluid and responsive to the individual.
Tier 1 refers to classroom instruction for all students that utilizes evidence-based materials and practices to teach core subject areas (e.g. reading, writing, and math). Ongoing assessment data is used to monitor student progress and identify areas in which additional student support is indicated.
Tier 2 refers to supplemental, evidence-based, targeted intervention when strategies at Tier 1 have proven insufficient. Students at Tier 2 are those who benefit from support in order to show expected growth. Tier 2 instruction is systematic, explicit and aligned with Tier 1 instruction. Instructional interventions may be delivered to individuals or small groups with similar strengths and/or needs. Students in Tier 2 receive a formal, short-term intervention plan.
Tier 3 refers to evidence-based, intensive, targeted interventions for students whose needs are not being sufficiently met by Tier 1 or Tier 2 instruction. Students at Tier 3 require a curriculum that differs significantly in pace, level, and complexity from that of their peers. Tier 3 instruction may take place in addition to Tier 1 instruction; If progress monitoring and diagnostic assessments indicate that a student is not making adequate progress, he or she may be referred for further evaluation and/or possible programmatic changes. Students in Tier 3 receive a formal long-term intervention plan or a Student Support Plan (SSP).
Individualized Learning Services (ILS) at ASB provides a system of support for high ability students, using a flexible multi-tiered approach. Students served by this programming are those who, through multiple data points, have shown the potential of working above grade level in one or more performance areas.
All ASB faculty and staff (e.g. general classroom teachers, principals, specialists, EAL, teaching assistants) are collectively responsible for the growth and development of each child; service provision includes stakeholder/parent collaboration at various levels of support and service models for supporting the needs of a student in the High Ability Program that are fluid and responsive to the individual.
As an umbrella term, the High Ability Program includes students who are high achieving/performing, gifted, twice-exceptional, or any combination of the three. Although it is currently entitled the ‘High Ability Program,’ it is useful to place the emphasis on High Ability Program as offerings, options, recommendations, enrichment, extensions, and individual programs that are fluid and based on student interests, identified academic and social-emotional needs, readiness, progress, and learning profiles.
English as an Additional Language (EAL)
All students focus on acquiring the language necessary to perform successfully in academic and social settings. Students will work on developing the four language domains: reading, writing, speaking, and listening. The students’ grade-levels and English proficiency levels (beginner, intermediate, or advanced) are critical factors that are considered when planning a student’s program. EAL teachers work closely with mainstream classroom teachers to teach the content, strategies, and skills taught to each student.
Research supports that students learn English best when they have access to complete grade-level experiences and programs. For this reason, most servicing comes through the EAL and class teachers planning together, as well as the EAL teacher supporting within the regular class environment. We recognize the importance of the home language and the invaluable place it has in setting a foundation for second language learning.
For Prospective Families
If English is not your child’s home language, you must disclose information about your child’s English language background during the application process. We may request additional English language information about your child and may refer your child’s application to the EAL department during the application process for further consideration. Consequently, ASB may require additional assessments to determine the level of support required for your child.
To ensure that EAL students can satisfy the academic requirements and participate to the fullest extent possible in school life, ASB has established minimum levels of English proficiency for students entering Grades 9 and above. Participation in the EAL program is not optional or elective; assessments determine the extent and level of support needed. The EAL specialists consider each student’s proficiency level while also working closely with mainstream classroom teachers to determine the content, strategies, and skills taught, making the instruction highly individualized.
Overview of Services (Pre-K to Grade 12)
School Psychologist (School-wide; Pre-K to Grade 12)
The School Psychologist works with counselors, specialist teachers, parents and students in ensuring that students with learning, language and/or counseling needs are given support by the school. The School Psychologist also provides individual/family counseling support. In addition, the School Psychologist conducts formal psycho-educational assessments when needed.
Elementary, middle, and high school counselors play numerous roles within our school to ensure that students' social, emotional and academic needs are being met. They provide a wide range of services that include individual, group or family counseling, classroom guidance, parenting support, faculty and parent workshops, college planning, and course selection. Additionally, the counselors lead the social emotional learning in each of the divisions.
Privacy of Information Statement
The purpose of meeting with a counselor or therapist is to get help with problems in your life that are bothering you or that are keeping you from being successful in important areas of your life. Sometimes these issues will include things you do not want others to know about. For most people, knowing that what they say will be kept private helps them feel more comfortable and have more trust in their counselor or therapist. Privacy, also called confidentiality, is an important and necessary part of good counseling.
As a general rule, I will keep the information you share with me in our sessions confidential, unless I have your written consent to disclose certain information. There are, however, important exceptions to this rule that are important for you to understand before you share personal information with me in a therapy session. In some situations, I am required by law or by the guidelines of my profession to disclose information whether or not I have your permission. I have listed some of these situations below.
Confidentiality cannot be maintained when:
You tell me you plan to cause serious harm or death to yourself, and I believe you have the intent and ability to carry out this threat in the very near future. I must take steps to inform the necessary outside individuals (parent/guardian, medical professional…) of what you have told me and how serious I believe this threat to be. I must make sure that you are protected from harming yourself.
You tell me you plan to cause serious harm or death to someone else who can be identified, and I believe you have the intent and ability to carry out this threat in the very near future. In this situation, I must inform the necessary outside individuals (parent/guardian, medical professional…), and I must inform the person who you intend to harm.
You are doing things that could cause serious harm to you or someone else, even if you do not intend to harm yourself or another person. In these situations, I will need to use my professional judgment to decide whether any necessary outside individuals (parent/guardian, medical professional…) should be informed.
You tell me you are being abused - physically, sexually or emotionally - or that you have been abused in the past. In this situation, I am required by ethics to report this abuse to the necessary outside individuals (parent/guardian, medical professional…). Communicating with outside individuals (parent/guardian, medical professional…).
Except for situations such as those mentioned above, I will not tell outside individuals (parent/guardian, medical professional…) specific things you share with me in our private therapy sessions. This includes activities and behavior that outside individuals (parent/guardian, medical professional…) may not approve of — or would be upset by — but that do not put you at risk of serious and immediate harm. However, if your risk-taking behavior becomes more serious, then I will need to use my professional judgment to decide whether you are in serious and immediate danger of being harmed. If I feel that you are in such danger, I will communicate this information to the necessary outside individuals (parent/guardian, medical professional…).
Even if I have agreed to keep information confidential – to not tell outside individuals (parent/guardian, medical professional…) – I may believe that it is important for them to know what is going on in your life. In these situations, I will encourage you to tell the necessary individuals and will help you find the best way to tell them. Also, when meeting with any outside individuals, I may sometimes describe problems in general terms, without using specifics, in order to help them know how to be more helpful to you. Medical Professional: Sometimes medical professionals and I may need to work together; for example, if you need to take medication in addition to seeing a counselor or therapist. I will get your written permission and permission from your parent/guardian in advance to share information with a medical professional. The only time I will share information with a medical professional even if I do not have your permission is if you are doing something that puts you at risk for serious and immediate physical/medical harm.