Student Support
Team Handbook
Collegiate American School’s Counseling, Learning
Support, Shadow Aide Support, English Language
Learners, and Academically Talented/Gifted Programs
Program Descriptions, Policies and Procedures for Counseling, Learning Support, Shadow Aide
Support, English Language Learners and Academically Talented/Gifted at CAS
March 1, 2014
0
CAS Mission
To empower students with a
holistic, rigorous and international
education for success in an ever
changing world
CAS Core Values
 Achievement
 Collaboration
 Integrity
 Respect
 Responsibility
1
Contents
Student Support Team
3-7
Counseling
8-12
Learning Support
13- 24
Shadow Aide Support
25-30
English Language Learners (ELL)
31-35
Academically Talented/Gifted
36-44
2
Student Support Team
In observance of Federal Law 29, the Student Support Team is committed to providing an exceptional education for
our student population by utilizing the best practices of SEN identification, informed parental consent, and least
restrictive environment. Our Board of Directors encourages the intake of students with special educational needs, as
long as we have the expertise and facilities to care for and support them. The Advisory Council is engaged in, has an
overview of, and makes provisions for children with special educational needs. Detailed reports are provided to the
members of the Advisory Council, in writing and during meetings. Collegiate American School is committed to
engaging and supporting all students in learning. The Student Support team is aware of the diverse needs of
our student population and seeks to use all possible resources to meet this diversity. The team also strives to
support teachers and their work in the classroom by providing services to those students who need extra
assistance but cannot receive it in the normal classroom setting. The Student Support team is continuously
working to Identify students that need English language, academic and/or behavioral/emotional support,
tracking students’ progress, and encouraging parents to volunteer and play an active role in the education of
all CAS students.
MISSION: To help all students reach their potential and/or succeed within their grade level despite personal
obstacles such as:
 Not being proficient at English.
 Having a pre-existing language and/or physical disability.
 Having specific difficulties in certain subjects.
 Facing emotional and/or environmental factors such as poor self-esteem, lack of confidence, neglect,
etc.
 Being academically talented/gifted
The Student Support Team (SST) comprises of the:
Superintendent
Principal
Deputy Principal
Early Childhood Coordinator
Student Support Team Coordinator
English Language Learning Teachers
Counselors
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Learning Support Teachers
COLLEGIATE AMERICAN SCHOOL
P O Box 121306, Dubai, UAE
Tel : 04 427 1404/1405, Fax : 04 427 1401
Website : www.casdubai.com
Academic Year : 2013-2014
RENUNCIATION OF PLACEMENT FOR THE 2014-2015 ACADEMIC SCHOOL YEAR
Issue Date:
Joining Date:
Dear Parents,
It has been our pleasure to offer (student name) a place in (grade/s) at Collegiate American School from (date to date).
(Student name) has contributed to the diverse culture of our school. However, based on (cumulative student work,
classroom assessments, DRA levels, MAP scores, mid-year assessments, GPA, discipline records, and Student Support
Team recommendations), it is our determination that we are not able to support his/her educational needs with the
services we currently provide and consequently, are obligated to withdraw our offer for a place here at Collegiate
American School for the coming academic year. In order to ensure (student name’s) continued educational success, it
is our recommendation that he/she be enrolled in a more appropriate educational environment which does provide
the services required to meet all of his/her educational needs.
If we may be of assistance in this endeavor, please contact the Admissions Office.
Yours sincerely,
Kruppa Koshy | Senior Admissions Executive | Collegiate American School
Umm Suqueim 2 | P O Box 121306 | Dubai, UAE
T +971 4 427 1400 | F +971 4 4271401
Email: [email protected]
url: www.casdubai.com
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Formal Recommendation for Testing
Date:
Dear (parent/guardian name),
Based on (cumulative student work, classroom assessments, DRA level, MAP scores, GPA, discipline records, lack of
response to intensive interventions and/or behavior management plan), it is recommended that (student name) be
referred for an evaluation in order to determine his/her educational needs, and for school personnel to plan accordingly.
The specific areas recommended for evaluation are (cognitive functioning, academic ability, speech, language
processing, fine and gross motor development, sensory stimulation, behavior, hearing, vision).
In order to ensure continued admission to CAS, it is the school’s expectation that these evaluations be completed by an
approved evaluator in four weeks’ time. Please be advised, that failure to comply will result in our inability to offer
placement for the following school year.
Please contact us if we may be of assistance in this endeavor.
Regards,
CAS Student Support Team
Collegiate American School
Umm Suqueim 2 | P O Box 121306 | Dubai, UAE
T +971 4 427 1400 | F +971 4 4271401
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Parent/Guardian signature to acknowledge receipt of letter:
________________________________________________________
Date: ___________________
Approved Evaluators
*Child Early Intervention Medical Center, FZ LLC*
Occupational Therapy, Speech and Language Therapy, Psychological assessments, Applied Behavior Analysis Therapy, school shadow teacher
provision and training, Psycho-educational, psychosocial, and diagnostic assessments, feeding therapy, vision therapy and social skills groups
Al Razi Building #64, Block B, Suite 2010
Dubai Health Care City
P.O. Box 505122
Dubai, UAE
Tel:
+971 4 4233667
Fax:
+971 4 4298474
Website: http://www.childeimc.com/
Email:
[email protected]
Dr. Ruba Tabari-Independent Educational Psychologist
[email protected]
*Dubai Community Health Centre*
Psychiatry, Clinical Psychological Therapies and Assessments, Group Therapy, Educational Psychology and Assessments, General Counseling,
Speech Therapy, Occupational Therapy, Special Needs Educational Help in English and Arabic
P.O.Box 73810, Dubai, U.A.E
Tel:
+9714 395 3939
Fax:
+9714 395 4343
Website:
http://www.dubaicommunityhealthcentre.org/
Email:
[email protected]
*Dubai Physiotherapy & Family Medicine Clinic*
Family Medicine, Internal Medicine, Physiotherapy, Sports Therapy & Rehabilitation, Speech Therapy, Acupuncture, Psychology, Chiropody /
Podiatry, Orthotics. (Dr. Valeria Risol)
1st Floor, Town Center Jumeirah
Jumeirah Beach Road
P.O. Box 74638 | Dubai, U.A.E.
Tel. +971 4 349 6333
Fax +971 4 344 8617
Website: http://www.dxbphysio.com/medical-services-dubai/speech-therapy/
KidsFIRST Medical Center
Occupational Therapy, Speech and Language Therapy, Pediatrician, parent support groups, physiotherapy
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Villa #1171A Al Wasl Road (near Umm Sequim Road)
P.O. Box 450233
Umm Sequim 3, Dubai
Tel:
+971 4 348 KIDS (5437)
Website: http://www.kidsfirstmc.com/
Email:
[email protected]
*Stepping Stones for Autistic Spectrum Disorders*
ABA Therapy, Speech and Language Therapy, Occupational Therapy, psycho-educational assessments, school shadowing and inclusion support,
learning support services, social skills training.
Tel:
04 363 5433
Website: www.steppingstonesca.com
*The Carbone Clinic of Dubai*
DHCC Building 33
Offices 102-103
Tel: 04 453 9810
www.facebook.com/pages/Carbone-Clinic/1397392553806610
Deema Sihweil, Psy.D , Private Practitioner and Clinical Director, [email protected]
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Counseling
At CAS we believe in encouraging the all-round development of our students, academically, physically
and emotionally. Students and parents of CAS may, at times, wish to discuss not just academic matters,
but, may have more general questions concerning their child’s progress, wellbeing, emotional
development, and future beyond school.
Our counselors assist students and parents with:
 Settling into their new school
 Adjusting to a new environment and a multi-cultural setting
 Suggesting strategies for developing positive friendships and peer relationships
 Dealing with emotional adjustments
 Helping identify learning and emotional support needs
 Recommending outside therapists or specialists where the school is unable to cater for the
needs of the child internally
 Developing anti-bullying strategies
 Liaising with students, parents, teachers, and working in consultation with all parties
 Teach classroom guidance lessons
 Provides immediate individual or small group counseling- with parent consent
 Works collaboratively with teachers, admin, and staff
 Maintains confidential files such as: IEP’s, child abuse and neglect reported casesphysical/sexual/emotional abuse
 Makes classroom observations
 Provides informative and/or referrals for community resources to families
 MAP Testing twice a year
 Middle school student electives
 Career Counseling
 Impromptu meetings with students based on need. Teachers may e-mail issues as they arise
Grade Level Guidance Lessons
Every classroom participates in regular classroom guidance lessons. Lesson topics address academic, personal
/social and career national standards developed by the American Counselor Association (ASCA).
Pre-Kindergarten- Grade 9 topics include: Cooperation Skills, Social Skills, Friendships, Conflict Resolution Skills,
Bully Intervention, Relationship Skills, Leadership Skills, and Middle/High School Transition
Student Files, Documentation and Record Keeping:
Every student who is identified as needing counseling services within the school will have a confidential file
documenting the need for services. The students’ file should include the following materials:
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 Assessment documentation, e.g., teacher referral, teacher checklists, student work samples, test reports
(DRA, MAP), anecdotal information, portfolio rating scale, etc.
 Behavioral Intervention Plans and Behavioral Contracts
 Parent/teacher conference/meeting minutes
Behavioral Intervention Flow Chart
Focus students are
identified as
having behavioral
issues that may or
may not impact on
academics.
Items that cause
imediate removal
from school,
suspension and/or
expulsion are:
*continuous minor
infractions
*bullying/threatenin
g
*verbal
harrassment
*causing physical
injury
*vandalism *theft
*use of
inappropriate
language
*deliberate misuse
of ICT
Teacher
communi
cates
with
parents
about
concerns
and
progress.
Teacher fills
in a
Behavroal
Intervention
Plan (BIP) to
keep track of
strategies
implemented
(the plan is
followed for
up to 4
weeks).
If limited or
no progress
is made,
teacher
completes a
referral and
meets with
Counselor to
review BIP.
A decision
is made to
If BIP is
continue
modified, new
with BIP,
accommodations
modify it,
and
or place
modifications
the student
may be put in
on a
place to help the
behavioral
student.
contract.
If student is placed
on a behavioral
contract, a
recommendation
for formal
evaluation may be
made.
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Behavioral Intervention Plan
Name:
Grade:
Date:
Homeroom Teacher:
Progress
Strategies
Goal:
One:
How will you get there?
Assessment
How will
progress be
measured?
NP = No progress (< or = 59%)
LP = Limited progress (60-69%)
D = Developing (70-85%)
A = Achieved (86-100%)
Date
Date
Date
dd/mm
dd/mm/yy dd/mm/
yy
/yy
Two:
Date
dd/mm/y
y
Date
dd/mm/
yy
Date
dd/mm
/yy
Three:
Date
dd/mm/y
y
Date
dd/mm/
yy
Date
dd/mm
/yy
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Student Behavioral Contract
STATEMENT TO PARENT/GUARDIAN AND STUDENT
On __________________________ ___________________________________ will begin this contract that will
(Starting Date)
(Name of Student)
support his/her success at Collegiate American School. This contract will be used to chart the progress of the abovementioned student and to determine their future appointment at Collegiate American School. We expect (student name)
behavior to improve within one month’s time from the onset of this contract. If there is no significant improvement, we
will meet as a team to alter the behavior plan in order to ensure that Collegiate American School has utilized all the
resources available in the school to support (student name) needs. The terms of the contract outlined below must be met
on a daily basis. If they are not, then the consequences outlined below the terms will be enforced.
TERMS OF EXPECTATIONS AND RESPONSIBILITIES:
Responsibilities of Student:
1.
2.
3.
Responsibilities of Parent:
1.
2.
3.
Teacher Responsibilities:
1.
2.
3.
REWARDS IF GOALS ARE MET:
1.
2.
3.
CONSEQUENCES IF GOALS ARE NOT MET:
1.
2.
3.
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Special Note: The consequences mentioned above are null and void if student commits an act that would require a suspension and/or
expulsion. This will be determined by the Student Support Team and/or Administration. Examples are listed on the next page.
By signing this contract all parties agree to the stipulations in the document and will following accordingly.
The following contract will be reviewed on the following date ___________________________________.
___________________________________
___________________________________
(Printed Name of Student)
___________________________________
(Signed Name of Student)
__________________________________
(Printed Name of Parent/Guardian)
___________________________________
(Printed Name of Student Support Team Member)
___________________________________
(Signed Name of Parent/Guardian)
___________________________________
(Signed Name of Student Support Team Member)
___________________________________
(Printed Name of Administrator)
(Signed Name of Administrator)
Items that can cause immediate removal from school, suspension, and/or expulsion:
This list should not be considered as exhaustive.
1. Consistently not taking action to correct minor offences.
2. Bullying, disrespectful or demeaning language, (see Bullying and Harassment Policy).
3. Actual or intended physical injury to another person, (fighting, hitting, biting, kicking).
4. Repeated lying.
5. Use of inappropriate language or gestures.
6. Major disruption or ongoing misbehavior in school, on the playground, or on the school bus.
7. Abuse or vandalism of school property.
8. Deliberate abuse or misuse of the schools computers or iPads, (see IT Policy).
9. Theft.
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Learning Support
Learning support teachers work with students from PKG to Grade 9 who are struggling with phonics, reading,
writing, math, spelling, etc., have poor organizational skills, low motivation, difficulty staying on task, and/or
fail to complete classwork or homework. Determination of the need for learning support is based on previous
diagnosis of special needs, entrance assessments, teacher’s concerns and referrals, Class assessments, and
MAP testing. Students identified as requiring some level of learning support are categorized according to their
level of need:
Assessment for Learning Support

Entrance assessments and MAP testing for Grades 1-9.
th
If students score between the 35 and 50 percentile on reading, language or math, they are
flagged and their classroom teacher has two weeks to decide if a Teacher Intervention Plan is
necessary and if so, to start tracking accommodations being made and progress monitor. ELL
might also be called in to do an assessment.

Students scoring between the 20 and 34 percentile, are required to do an additional
assessment for reading and/or math to better gauge how many grade levels below they are.
th



th

th
th
For students below the 20 percentile, CAS SST makes a decision about if and how we can
support the student on a case-by-case basis.
Assessments given by Student Support Team Coordinator or Learning Support teachers.
 Assessments may be given based on teacher referral, and with parent permission, to
understand how a student is learning and/or may learn better.
External assessments
 External agencies may provide assessment at the request of parents and/or the school
Delivery of Service
Observations
Teachers can request an observation if they would like us to come into the classroom and observe how a
student works, behaves, writes, etc. The learning support teacher would then meet with them at a later date
to share what was observed and discuss suggestions for what might work for them.
One-on-one help
This can be either pull-out or push-in depending on the student, subject, classroom environment, etc.
Group sessions
Sometimes students will be paired together because they are at a similar level of phonetic recognition,
reading, writing or math skills.
Level of Support
Focus: Students who are less than or up to one grade levels below their same aged peers. The teacher
completes a teacher intervention plan to be monitored every 6 to 8 weeks.
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Learning Support: Students who are more than one grade level behind, not diagnosed as having a disability,
and/or for whom, the teacher intervention plan had not been successful. A learning support plan (LSP) may be
developed with the teacher, learning support teacher and parent.
Special Education Needs: Students who have received a learning disability diagnosis or other diagnosis that
impacts their daily participation and progress in school activities. Some of these students have external
support providers who may attend school with them. Depending on student need, an individual learning plan
(ILP) may be developed.
Student Files, Documentation and Record Keeping:
Every student who is identified as SEN within the school will have a confidential file documenting the need for
services. The students’ file should include the following materials:
 Assessment documentation, e.g., diagnosing assessments, teacher checklists, student work samples, test
reports (DRA, MAP), anecdotal information, portfolio rating scale, etc.
 Type of need, e.g., facilitation of need, learning support plan, individual learning plan
 Parent conference/meeting minutes
 Progress reports and end of semester reports
14
Teacher Intervention Plan
Private and Confidential
Name:
Grade:
Goal (Academic, Behavioral or Social) Strategies
What is the impact on learning?
How will you get there?
Date:
Homeroom Teacher:
Assessment
How will progress be
measured?
Progress
NP = No progress (< or = 59%)
LP = Limited progress (60-69%)
D = Developing (70-85%)
A = Achieved (86-100%)
Objective:
Date
dd/mm/yy
Date
dd/mm/yy
Date
dd/mm/yy
Objective:
Date
dd/mm/yy
Date
dd/mm/yy
Date
dd/mm/yy
Objective:
Date
dd/mm/yy
Date
dd/mm/yy
Date
dd/mm/yy
15
16
Assess
ment
Homew
ork
Classroom Accommodations:
In Class
MAP Testing Accommodations:
Allow accommodations for:
Allow extended time
Use of calculators
Open book or note tests
Fewer homework questions
Preferred seating
Buddy system
Graphic organizers
Books on tape, listening guide
Partial outline
Provide teacher notes
Comments:
Alternative assessments
Grade content, not spelling
Chunk assignments
Allow use of adaptive tech.
Alternative testing location
Use of computer in class
Other
Please contact the Learning Support teacher or the Counselor should you have any questions about making
accommodations or modifications for this student.
Extra time
Computer
Extra TiemCe
Scribe
Own
scrib room
Sit at front of room
Reader
Other
17
Learning Support Action Plan
Private and Confidential
Name:
Grade/Teacher:
Date:
Case Manager:
Present Level of Performance:
What are some of the student’s strengths?
(Consider academic, social/emotional, personality, extra-curricular)
What are some of the student’s recognized areas for improvement?
18
Progress
Goal (Academic, Behavioral or Social)
Objective:
Person/s
Responsible
Strategies
How will you get there?
Assessment
How will progress
be measured?
NP = No progress
LP = Limited progress
D = Developing
A = Achieved
Date
Date
dd/mm/yy dd/mm/yy
Date
dd/mm/yy
Objective:
Date
dd/mm/yy
Date
dd/mm/yy
Date
dd/mm/yy
Objective:
Date
dd/mm/yy
Date
dd/mm/yy
Date
dd/mm/yy
19
20
CONFIDENTIAL
Individual Learning Plan
Student Name:
School Name:
Meeting Date:
Age:
Parent Name:
Tel Number:
Date of Birth:
Grade:
Home address:
Email Address:
Collegiate American School
The following people were in attendance:
Position
Parent/Guardian
Parent/Guardian
Signature
N
N
o
v
Student
SEN Case Manager/Learning Support
Teacher
School Counselor
Superintendent
Principal
Deputy Principal
Teacher
Teacher
Shadow Teacher
Psychologist
Speech and Language Therapist
Occupational Therapist
Other Staff Member
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CONFIDENTIAL
Individual Learning Plan
School Name: Collegiate American School
Name:
Nationality(s):
DOB:
Diagnosis:
Date:
Case manager:
Grade:
Date /Place of last Psycho-Educational Testing:
Additional therapies recommended:
(If applicable)
Speech Language Therapy
Occupational Therapy
Physical Therapy
Counseling/Art Therapy/Play Therapy
Tutoring
Summer Programming
Adaptive/ Assistive Technologies
Other:
quizzes and/or Tests
 Curriculum adaptations
MAP Testing Accommodations:
Allow accommodations for:









Extra time
Computer
Scribe
Own room
Sit at front of room
Allow Calculator
Reader
Supervised rest breaks
Other
Allow extended time
Use of calculators
Open book or note tests
Fewer homework questions
Preferred seating
Buddy system
Graphic organizers
Books on tape, listening guide
Partial outline
Provide teacher notes
Alternative assessments
Grade content, not spelling
Chunk assignments
Allow use of adaptive tech.
Alternative testing location
Use of computer in class
Other ( See attached sheet for
Further explanation)
Assessment
 Alternative Reading Level
 Adjusted content expectations for
Classroom
Accommodations:
Homework
The following modifications will be used:
Description of what service will target:
In Class
Check if applicable
T
I
M
E
22
CONFIDENTIAL
Individual Learning Plan
Name:
Date:
A description of the student’s exceptionality and its impact on educational performance (please include results of
any current evaluations from school(s) or outside therapists:
Strengths: (consider academic, social/emotional, dispositional, extra-curricular)
Challenges: (what they do least well, what is most difficult for them)
.
ELL support (tick one)
Stage 0
Stage 1
Stage 2
Stage 3
Stage 4
Released
Language History (please include any tested language levels and history of language support, may need to attach
another page if language history is complicated)
Academic Experience
Speaking
Reading
Writing
AcademicExperience
1st Language:
2nd Language:
3rd Language:
23
Progress
Goal (Academic, Behavioral or
Strategies
Social)
Person/s
How will you get there?
Responsibl
e
Objective:
Assessment
How will
progress
be
measured
?
NP=No progress
LP = Limited progress
D = Developing
Feb. April
ANov
= Achieved
.
June
Objective:
Nov
.
Feb.
April
June
Objective:
Nov
.
Feb.
April
June
24
Guidelines for Teachers, External Service Providers and Shadow Aides
One-on-one shadow aides in the classroom setting
Shadow aides are an effective tool that pairs a trained adult aide with a child with special needs while they
begin participating an adapting to a regular education setting. The ultimate goal is to support a child to
become successful and independent in the least restrictive school and community settings. Shadow aides
allow the child to function in a mainstream school setting more successfully by supporting the academic/
behavioral goals designed by the individualized learning plan team. They collect data on target problem
behaviors, implement behavior plans, teach appropriate alternatives, and collaborate with the teacher to help
the child better manage their behavior. This requires the shadow aide to help a child adjust to a classroom
environment (e.g. academics, peer interactions, and behavioral demands). This individualized support also
helps ensure that the child’s behavior does not diminish the educational opportunity of other students as well.
Collegiate American School takes an inter-disciplinary approach to our programs which include collaboration
with others who provide services such as in-home ABA Therapy, Therapy sessions in external centers, speech
therapy and occupational therapy.
Full inclusion placement is the only type of shadow aide support CAS utilizes. The child is placed in a regular
education classroom for the entire duration of the school day. The shadow aide discreetly facilitates the child’s
complete participation in a regular education class and supports blending-in with his or her peers. The shadow
aide will act like a teacher’s aide to facilitate positive peer interactions, and independent academic work,
classroom tasks and appropriate social skills. Lastly, the goals established in other therapies are incorporated
into the daily classroom work.
Successful shadow aide support should enhance student socialization, community and educational
opportunities, provide additional support for the classroom teacher as they incorporate the child into the
classroom environment, and help increase mainstream children’s sensitivity and acceptance of students who
have special needs.
25
Directing shadow aide support for individual student needs
A shadow aide works under the direct supervision of the classroom teacher to enhance the participation of a
student with special needs in the school community. Shadow aides assigned to students with special needs
have the broad goal of enabling the successful inclusion of students assigned to them. This means that they
facilitate students’ participation in the regular classroom. They also monitor student behavior and stress to
minimize disruptions in the classroom. This includes assisting with instructional modifications and
accommodations, implementing sensory support as directed by an occupational therapist, employing visual
and/or behavioral supports, assisting with communicative programs and facilitating social relationships with
peers. Shadow aides are assigned to assist in accomplishing the following program goals:
 Increase student’s level of independence
 Teach and support appropriate boundaries in relationships with adults and peers, in order to enhance
development in these areas: Academic, Social and Emotional.
 Improve student’s adaptability.
 Improve student’s assertiveness and self-advocacy skills: To respond without prompting or adult
reassurance, to initiate requests for help, and to have adequate time to process information and
develop a response without interruption by an adult.
 Increase the student’s skill level and gain additional skills from the different methods of teaching that
individual shadow aides have to offer.
Teachers and shadow aides work collaboratively to:
Provide accommodations i.e., support and/or services that enable the student to participate successfully in
the general education curriculum while accurately demonstrating their learning. Accommodations may
include:
 Time; extending the time a student is allowed for learning, completing a task, or taking a test
 Level of Support; ways to support a student with ASD utilizing class tutors, working in groups, peer
support and shadow aide support
 Instruction Grouping; allows the student with special needs to be partnered with peers who
understand the curriculum, who can accommodate the student’s abilities and who are good social
models
 Input; an adaptation of the way instruction is delivered (pre-teaching, re-teaching)
 Reduced Response Effort; reduces the response effort of the student with special needs through use
of a scribe, calculator, P-Touch/ Word processor and other forms of technology
 Setting; providing alternative settings to complete assignments or take tests
 Adaptations of the Environment; providing preferential seating, organizational systems, visual
strategies and sensory programs
 Quantity of Sections of Curriculum Expectations; reduces assignments in each area of the curriculum.
26
Teacher Responsibility
Plan and supervise student instruction,
Keep the same frequency of interaction with the
student who has special needs as with his/her
typical classmates.
Supervise and make modifications to the regular
curriculum based on student need and ensure that
accommodations recommended by the student’s
team are provided.
Comment regularly to the shadow aide and case
manager about the progress of the student with
special needs.
Report on student progress in terms of
academics, behavior, daily living and
socialization
Develop a relationship with parents, external
service providers, and shadow aide that is
consistent with relationships that are developed
with parents/caregivers of all students in the
classroom.
Shadow Aide Responsibility
Support the student to participate in
Instruction,
Maintain proximity to the student with special
needs only as much as needed in the classroom.
Ensure that modifications made the regular
curriculum are carried out, and accommodations
recommended by the student’s team are provided.
Be responsive to the suggestions of the
Teacher and school based case manager about the
progress of the student.
Report on student progress in terms of academics,
behavior, daily living and socialization and refer
questions about student progress to professional
staff.
Develop a relationship with parents, teachers and
external service providers, and refer conversations
about the student to the teacher.
Supervising teachers should enhance shadow aide effectiveness by:
1. Developing a positive relationship with the shadow aide and the student (this is essential).
2. Providing curriculum information ahead of time so that the shadow aide can make preparations to
support the student’s participation.
3. Planning a regular time and/or a means of communicating with the shadow aide, parents, and the case
manager.
4. Monitoring the student’s performance in the classroom and maintaining awareness of the best ways to
support student learning.
School based case managers should enhance the shadow aide effectiveness by:
1. Supporting a positive relationship with parents, service providers, classroom teacher, the shadow aide
and the student through communication of student goals and objectives.
2. Providing accommodation/modification information ahead of time so the teacher and shadow aide can
make preparations to support the student’s participation.
3. Planning a regular time and/or a means of communicating with parents, service providers, classroom
teacher, and the shadow aide.
4. Monitoring the student’s performance in the classroom, collecting and interpreting student data in
order to maintain an awareness of the best ways to support student learning.
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Important points to remember:
Prompt Hierarchy
Well-trained teachers and shadow aides recognize that the least amount of support that results in the goal is
optimal. It is important for teachers and shadow aides to maintain awareness of how much help they provide
a student during any activity. There are two methods of prompting: “most to least” and “least to most”
prompting. It is common to use “most to least” prompting when teaching a new skill. This is called errorless
learning. When a student is reviewing a previously acquired skill the “least to most” approach to prompting
should be used. Levels of prompting from most restrictive to least restrictive are as follows:
1. Full physical prompt- hand over hand help for the student
2. Partial physical-touch wrist or elbow to assist the student
3. Modeling-show the student by demonstrating the correct response
4. Gesture-point toward the correct response
5. Direct verbal/visual- tell or present visual cue to the student
6. Indirect verbal/visual - give a less direct verbal or visual cue such as, “What are you supposed to do
next”?
7. Independent- the student responds without any assistance
Knowing How to Fade Prompts
Fading prompts can be done in the same progression as above. It is important for teachers and shadow aides
to gradually fade prompts in order to avoid making students “prompt dependent” by continuously offering
information and help without allowing the student the opportunity to engage in activities on their own.
Data Collection on a Target Behavior and/or Task
One teacher and shadow aide responsibility may be to keep data on a target behavior and/or task. The
shadow aide does this at the direction of the student’s team and with specific direction about what to record
and how to keep data. It is important that they are informed about what is appropriate and about the
necessity of objectivity in record keeping. When data is maintained on a student the teacher has the
responsibility to review all data that is collected and to sign all data sheets before they are filed or sent to the
school based case manager, external service providers and/or parents.
Preparing for the Absence of the Paraprofessional
Consistency of support is necessary to avoid disruption to the student with special needs and his classroom.
The shadow aide needs to make preparations for the student and for the substitute in the event that he/she is
absent from work. A substitute folder with detailed information that describes the daily tasks of the
Shadow aide must be completed at the beginning of the school year. This folder should be a working
document that is continuously updated as the needs of the student change. These changes must be noted in
the substitute folder to assure that the student is being supported in a consistent manner. Preparing the
student should begin before the paraprofessional is absent, when possible. This can be in the form of an ageappropriate social story that explains how the student can seek assistance from the substitute and that the
substitute has information on how to help.
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Shadow Aide Observation Form
Your Name:
Classroom:
Date:
Student:
Schedule/Transitions:
• How does the student manage with the classroom schedule and/or transitions?
• Do you have suggestions or comments?
Directions:
• How is the student’s attention directed/redirected to task?
• How does the student know what to do? (How do they get directions?)
• How do they know what is important?
• How do they know the steps to follow?
Behavior Support:
If a difficult situation develops please take note of the following:
• Describe the situation.
• What happened before?
• How was support provided?
• Did it help?
• Ideas, why?
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Communication:
• How does the student communicate?
• List examples of communication supports used with the student.
Accommodations Chart
Please list the accommodations being used. Describe how frequently it is used and how important it is to the
student’s success. If not in use, should it be? Return to the in school case manager by:________________
Teacher:
Accommodations
Shadow aide:
Currently being used?
Describe accommodation, length of time,
frequency, and level of support.
Schedules/Transitions:
Student personal schedule
Destination Cards
calendar
Picture schedule
Transition objects (bells, toys)
Other
Cue Cards/Word or Picture Reminder
Cards:
Stop; quiet; wait; think it, don’t say it;
walk; red words; mountain/molehill; walk
in line. List items in use
Behavioral Expectations of Given
Situations:
How to enter a room, taking turns,
transitions, initiating play, etc.
List items in use
Home school Communication:
Communication log
Frequent meetings
Other
Task Management:
Classroom behavior management plan
Extra time
Different setting
Break cards/signals
Freedom of movement
Sensory breaks
Other
Additional Accommodations:
Technology
Behavioral contract
Social stories
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English Language Learners (ELL) Program
The ELL program at CAS is dedicated to optimizing individual learning and potential for students whose first
language is not English. ELL support is offered to students in grades 1 thru 9. It targets students who are
learning English for the first time or not yet proficient in English. Students in need of ELL services are either
given an ELL assessment prior to school acceptance and placements are based on this assessment, or teachers
identify a student at a low English language level, go through the SST referral process which initiates an ELL
assessment. Students meet with ELL staff for instruction. Materials and methods are appropriate to the grade,
age and language level of each individual student.
ELL Program Goals
• To develop socially and culturally appropriate communication skills.
• To develop academic language for success in the content areas.
• To take pride in their cultural and linguistic backgrounds.
ELL Program Standards
The CAS ELL program uses the WIDA English Language Proficiency Standards and Benchmarks, K-12, to
guide instruction and achieve program goals. The Standards are aligned with Common Core State Standards.
We use curriculum that addresses all components of language acquisition including speaking, listening, reading,
writing, and structure; and follows the five stages of second language acquisition, like Read, Write Inc. and
National Geographic.
Equitable Access
All English language learners have opportunities for full participation in special opportunity programs (i.e.
After School Activities, Middle/High School options, advanced classes, Special Education, etc.)
*Policy regarding foreign (French and Spanish) language options for students in the ELL program:
Stage 1: Students in stage 1 of ELL service are not given the option to participate in additional foreign
(French or Spanish) language classes. They are scheduled to attend ELL instead, and in addition to their regular
ELL class time, in order to develop their English listening, speaking, reading, writing vocabulary and grammar
skills.
Stage 2: Because ELL can greatly improve language skills in a relatively short period of time and each
student acquires language skills at differing speeds, some students become independent learners quicker than
others. Therefore, students in stage 2 may or may not attend French or Spanish language classes based a
recommendation made by the ELL teacher/s. Once a recommendation is made that a student may participate in
an additional foreign language, the students’ parents or guardians would be given the option to have them
included or not. Regularly scheduled ELL classes continue through this stage.
Stage 3: Options are given comparable to a non-ELL student.
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ELL Program Overview and Description
Stages of ESL Programming:
• Determination of student eligibility
 Assessed prior to admission or at beginning of school year to be completed by the end of
September. New students are assessed on a rolling basis as they are accepted at CAS.
• Student actively participates in ELL
 Progress is reported in November, February and April.
 Mid-year assessments are given in January.
 Exit testing may take place based on student need.
• If exited from direct ELL service, the student enters transition period for up to two years during which time
their academic progress is monitored by the ELL teacher but they are no longer actively receiving ELL
instruction.
Student Files, Documentation and Record Keeping:
Every student who is identified as ELL within the school will have a confidential file documenting the need for
services. The students’ file should include the following materials:
 Home Language Questionnaire
 Assessment documentation, e.g., placement test, progress assessments, exiting assessment, teacher
checklists, student work samples, test reports (DRA, MAP), anecdotal information, portfolio rating
scale, etc.
 Progress reports and end of semester reports
Delivery of ELL Services:
Collegiate American School uses a variety of instructional models designed to develop proficiency in speaking,
listening, reading, writing, and structure of the English language. Each delivery model is matched to meet
individual student needs.
*Pullout model: In this model ELLs are taken out of the mainstream classroom for part of the day to receive
language support from an ELL teacher.
*Push-in model: In this model the ELL teacher goes into the mainstream classroom and works with the
content area teacher to provide extra language support to students receiving ELL.
*Co-Teaching Teaching: ELL staff plan and teach with classroom or content area teachers.
Instruction integrates ELL and content area standards as well as ELL strategies.
*Consultation: ELL teachers meet with classroom or content area teachers to provide professional
development related to instructional strategies for ELLs and/or to help in planning for integrating ESL strategies
into classroom/content instruction.
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Home Language Questionnaire (HLQ)
Dear Parent or Guardian:
In order to provide your child with the best possible education, we need to determine how well he or she
understands, speaks, reads and writes English. Your assistance in answering these questions is greatly
appreciated. Thank You
STUDENT NAME:_________________________________________________ DATE:_____________________________
DATE OF BIRTH: _____________________________GRADE APPLIED FOR:_____________________________________
COUNTRY OF BIRTH / ANCESTRY:______________________________________________________________________
NAME OF PERSON COMPLETING THIS FORM:________________________________________________________
(✔ boxes that apply)
1. What language(s) are spoken most of the time to the student, in the home or residence?
❏ English ❏ Other ___________________________________________________________________
2. What language(s) does the student understand?
❏ English ❏ Other ___________________________________________________________________
3. What language(s) does the student speak?
❏ English ❏ Other ___________________________________________________________________
4. What language(s) does the student read?
❏ English ❏ Other ____________________________________________________ ❏ Does Not Read
5. What language(s) does the student write?
❏ English ❏ Other ___________________________________________________ ❏ Does Not Write
6. In your opinion, how well does the student understand, speak, read and write English?
Very well
Understands English ❏
Speaks English
❏
Reads English
❏
Writes English
❏
Only a little
❏
❏
❏
❏
Not at all
❏
❏
❏
❏
__________________________________________________________________________________________
__________________________________________________________________________________________
Signature of Parent/Guardian/Other ______________________________________Date__________________
TO BE COMPLETED BY SCHOOL PERSONNELL:
DETERMINATION: ❏ Possible ELL ❏ English Proficient
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Dear Parents and Teachers,
Due to the high number of students whose primary language is not English, our English Language Learning
program is designed to provide an intensive English language curriculum for up to 12 weeks, possibly more,
depending on student need. Please be aware that the ELL teachers and the Student Support Team will be
determining individual student need for the second semester. They will be analyzing cumulative student
work, teacher checklists, DRA levels, MAP scores, ELL mid-year assessments, and classroom teacher
recommendations in order to judge the readiness of each individual to be fully included in their classroom,
serviced via the push-in model in their classroom, pulled-out part-time, or to continue to be included in ELL
fulltime.
Regards,
CAS Student Support Team
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Determination of Student Need
Student Name:
Date:
Based on cumulative student work, teacher checklists, DRA levels, MAP scores, ELL mid-year assessments, and
classroom teacher recommendations, (student name), (no longer demonstrates / demonstrates) the need for
(ELL services at this time / continued ELL services through the push in model / continued part-time ELL services
/ continued full-time ELL services). (Student name ‘s), achievement and academic need will continue to be
monitored by classroom teachers, ELL teachers and the Student Support Team.
Regards,
CAS Student Support Team
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Students Identified as “Gifted and Talented”
Students with outstanding talent who perform or show potential for performing at remarkably high levels of
accomplishment when compared with others of their age require services or activities that may not be provided
to the majority of their class. Essentially, research tells us that students who are gifted/talented are
characterized by three interlocking clusters of ability, these clusters being above average ability, creativity and
task commitment. At CAS, we identify these students by using test score nominations (standardized, formative
and summative), teacher referrals, and parental request for testing. Students must be in the 94th percentile on a
nationally normed achievement test and be an extremely high achiever academically, socially and intellectually.
The school may request he/she undergo cognitive abilities testing.
Our procedure for providing for our academically talented/gifted students is to evaluate to assess the students’
needs, provide a challenging and supportive learning environment, observe students responses to curriculum,
consult with peers, parents/caregivers, teachers, and community, nominate and screen if appropriate, analyze
information, plan appropriate to students’ needs and monitor the continuous cycle.
Characteristics of a Gifted and Talented Student
-Learns easily and rapidly
-Thinks clearly, recognizes implied relationships, comprehends meanings
-Reads on the average of two years above grade level
-Retains what she/he has hear or read without appearing to need much rote or drill practice
-Possesses a large vocabulary
-Exhibits independence, individualism, and self-sufficiency
-Demonstrates a curious and investigative nature
-Asks penetrating, searching questions
-Focuses intently on areas of interest
-Produces original products or ideas
-Prefers complex ideas
Student Files, Documentation and Record Keeping:
Every student who is identified as G/T within the school will have a confidential file documenting the need for
services. The students’ file should include the following materials:
 Referral/Nomination form/s
 Assessment documentation, e.g., checklists, nominations, test reports, anecdotal information, portfolio
rating scale, etc.
 Summary of test results
 Decision of the G/T SST
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Identification
Identification methods need to be selected on the basis of age or stage and the domain of the ability to be
assessed. It is important that the teacher identification process be part of a school-wide identification program.
Multiple criteria should be used and a mix of subjective and objective strategies be employed. IQ
screenings/tests should be used in the context of other indicators and measures and not as the sole criterion for
identification. Some students will be easy to identify because of their academic ability and achievements, their
enthusiasm and their intrinsic motivation. Specialized approaches may be needed to recognize gifts and talents
in relation to the following groups:
 students with learning difficulties
 students with disabilities
 conduct-disordered students
 students from non-English speaking backgrounds
Assessment methods may include:
• Evaluation of student responses to a range of classroom activities
• Nomination by parent/caregiver, peer, self and teacher
• Assessment of responses to challenging competitions
• off-level testing
• Standardized tests of creative ability
• IQ tests and other culturally appropriate measures of ability
• Observation and anecdotal evidence
• Behavioral checklists
• Interviews
• Academic grades.
Assessment Methods Explained:
Nomination
The identification of gifted and talented students involves the collection of subjective information, usually via
checklists, submitted by school administration, teachers, or school counselors.
Screening
Screening involves the use of a combination of measures of potential and performance. It is more objective
than nomination. Ability tests are useful for assessing potential, whereas achievement tests assess student
performance in syllabus outcomes, and generally classify students into bands. Underachieving students with
high intellectual potential may score poorly on achievement tests. Diagnostic tests are designed to identify
specific areas of difficulty and do not identify students with higher abilities.
Monitoring
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Teachers should ask the questions, “What is being observed?” and “How should the observations be noted?”
Before beginning to formally observe students, teachers can develop preformats to aid in recording observations
of students. This information can give a picture of students’ performances, interests, strengths, weaknesses and
skills.
Aptitude Testing
Students must obtain a composite score or a subtest score at or above the 93rd national percentile on a nationally
normed aptitude test (cognitive Abilities Test-CogAT). A composite score of 96 or higher is acceptable as the
sole criterion for placement. The assessment is administered during late October to early November. Two year
old scores may be used.
Achievement Testing
Student must score at least at or above the 94th national percentile on a nationally normed achievement test
(WRAT, Measures of Academic Progress-MAP) in reading comprehension and/or mathematical concepts and
problem solving. The initial assessment of MAP of the current school year will be used.
Academic Performance Assessment
Students in grades 1-12 meeting the criteria in Dimension A or B, but not both must take grade leveled
performance assessments. For placement of Grades 6-12, an end of the year grade point average of 3.75 on a
4.0 scale in Math, Language Arts, Science and Social Studies may be used.
Levels of Giftedness
Average range: IQ 85 - 114
Mildly Gifted - IQ 115 – 129
Moderately Gifted – IQ 130 – 144
Highly Gifted – IQ 145 – 159
Exceptionally Gifted – IQ 160 – 179
Profoundly Gifted – IQ 180+
Elementary
Differentiation
Extension in subject area/s
Pull-out
Delivery of Service
Middle School
Differentiation
Extension in subject area/s
G/T elective
High School
Differentiation
Extension in subject area/s
Pre-AP/AP/Dual Credit
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Independent Study
Independent Study
Strategies for Teaching Gifted Students
Gifted learners are entitled to be served by teachers who possess personal and professional traits that promote
successful learning for G/T students. Build your expertise in appropriate differentiated content and instructional
methods through ongoing professional development. Seek assistance from educational specialists and
community members to find additional resources to meet your G/T students’ needs. What can you do with
gifted and talented learners who exhibit one or more of these characteristics? You can employ numerous
strategies (Beisser, 1998) in your general education classroom.
Differentiated Instruction. As noted earlier, differentiation refers to instruction or curriculum that has been
modified from a standard approach to meet the needs of particular students (Tomlinson, 1999). Although often
used to accommodate students with special needs , this approach also works well for gifted students. This
means the teacher modifies the lesson or unit to address the needs of G/T students by varying the lesson’s topics
(content), the ways students practice their new knowledge (process), and the way students demonstrate what
they have learned (product).
Vary Instructional and Grouping Strategies. An effective whole-class strategy is to use problem solving,
inquiry-based lessons, or group investigation where G/T learners can thrive in their ability to think, reason, and
do research independently. Use flexible grouping such as small cluster groups (Renzulli, Gentry, & Reis, 2003)
to provide bright students with opportunities to learn and work together within the structure of whole-class or
cooperative learning group assignments. Gifted and talented learners are also motivated by using advanced
technology for instruction and communication.
Varied Questioning. Use higher levels of questioning at various times for gifted students so they can provide
fluent or elaborate explanations, learn to think abstractly, and are not able to get by with quick answers.
Compact the Curriculum. Why make the G/T students review material or complete tasks they have already
accomplished? If they have a sound grasp of skills and content, provide opportunities to demonstrate
proficiency (e.g., assign the most difficult problems first or allow completion of the end-of-chapter test in
advance) and then move on to more complex concepts and skills (Winebrenner, 2002).
Acceleration. Gifted students require faster paced instruction for content, skills, and processes so they can move
rapidly through the curriculum. Perhaps they can read above grade-level materials (e.g., supplying chapter
books for a kindergarten child), leave the class to work with an upper grade level (e.g., a second grader going to
fourth-grade math), or take classes earlier than their peers (e.g., taking college algebra while in high school).
Many high school students take college-level courses through local institutions or online offerings.
Independent Study. Challenge gifted students to explore individual topics of interest. Let them investigate a
central question, gather multiple and varied resources, make inferences, provide a hypothesis, explain findings,
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and cite the sources. An important step in independent study is to share results with an appropriate audience that
will appreciate the work they have completed (e.g., a research project on the extinction of the Siberian tiger
should be shared with a naturalist or environmentalist).
Tiered Activities. Tomlinson (1999) suggests that teachers can focus on the same understanding and skills but at
different levels of abstraction and complexity. For example, all students may be reading books with “chocolate”
as a central theme but will use texts with a variety of reading levels and engage in tasks differing in complexity
associated with each book level.
Interest Centers. Renzulli and Reis (1997) suggest that students don’t know what interests them until they
explore various topics. Establish classroom interest centers with frequently changing themes that may focus on
timely events, such as presidential elections or the Olympics, as well as diverse themes derived from students,
such as exploring Stonehenge, techniques of playing chess, or serving people in poverty.
Apprenticeships. Because gifted learners may have interest and skill areas outside of your classroom
curriculum, you may find community resource personnel a valuable asset. For example, arrange for a
stockbroker to work with a small group of students interested in investing in the stock market or encourage
students to be mentored by field area specialists at a local university after school hours.
Teacher Advocacy. Above all, provide educational and emotional support for the gifted student within a rich
classroom environment with advanced activities, resources, technology, and choices (Beisser, 1998). Hold high
standards that help bright students reach their potential. Accept gifted learners in your class, as they have
individual needs for challenge and support. The power of a positive, supportive teacher is immense. Learn
through the parents of gifted students. They have lived many years with the gifted child who has been placed in
your classroom. Speak out on behalf of gifted and talented students at educational meetings and programs.
Become informed of local and state curriculum planning decisions or budget allotments for gifted learners. It is
easier to have an impact on key decisions before they are made, rather than trying to undo unfavorable
determinations. Seek professional information from your state and national gifted education organizations such
as the National Association for Gifted Children (NAGC). They have numerous materials and professional
growth opportunities such as conferences and workshops. NAGC has a Curriculum Studies Division that
focuses on issues, models, and practices related to the development, implementation, and evaluation of curricula
for the gifted (see www.nagc.org).
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Important Dates:
Kindergarten Nominations: January
 Kindergarten
Nominations due January 31.
Nominations for Students in Grades 1-12: February-March
 Nominations
for students in grades 1-12 Due: March 31
April-May: Gifted and talented screening team reviews student profiles.
June: Parent/guardians receive notification of gifted and talented screening team’s decision.
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SCHOOL NOMINATION FORM
(To be completed by a teacher, counselor, principal, gifted coordinator, Student support team
member, or private psychologist.)
Name of student: _______________________________Grade:___________ DOB:_________
This student has been identified or meets the criteria as gifted/talented in the category of:
__ superior cognitive; ___ specific academic; ___ creative thinking; ___ visual/performing arts
This student was identified through the use of (test score information is not required, but
helpful):
 gifted screening assessment
 standardized achievement test scores
 individual/group I.Q. screening
 teacher checklist/nomination
 parent checklist/nomination
 demonstrated ability
 portfolio assessment

If this student has not been identified as gifted/talented, does the student have special talents,
interests, or abilities which should be considered?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
Nominator Title:________________________________________________________
School:________________________________________________________________
Signature:_______________________________________ Date:_________________
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Return this form to:
Collegiate American School Umm Suqeim, Dubai, U.A.E. P.O. Box: 121306
Phone: 971 - 4 – 4271400
Fax: 971 - 4 – 4271401
Nomination by teacher
Student Name:______________________________________Grade:_________________DOB:____________
Person completing form:__________________________________ Date:_________________________
Characteristics
Most of the time
Some of the time
Rarely
Advanced vocabulary
Transfers knowledge
Well-developed sense of humor
Always questioning
Leader, takes control
Concerned about world issues
Completes tasks in unusual way
Superior reasoning
Curious
Highly imaginative
Independent learner
Risk taker
Learns easily and quickly
Perfectionist
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Letter to Parents
Dear Parents and Guardians,
The purpose of this letter is to inform you that your child has been accepted to participate in the gifted/talented
program here at CAS.
How can my child benefit from a Gifted and Talented Program?
Students identified as being gifted and talented will receive supplementary educational opportunities to advance
their gifts. Pull-out programs, and scholarship opportunities are a few benefits of a gifted and talented program.
What are the identified areas for Gifts and Talents?
Students identified for gifted and talented services are not selected as a reward for either good performance or
model behavior but because they have different learning needs. Therefore, the goal of the identification process
was to apply comprehensive and unbiased procedures to find students who possess superior abilities and/or
potential in one or more of the following identified areas of giftedness:
General Intellectual Ability: Demonstrated excellence in most academic areas.
Specific Academic Ability: Exceptional ability and performance in a single academic area.
Creativity: Exceptional ability to use divergent and unconventional thinking in arriving at creative and unusual
ideas or solutions to problems.
Leadership: Exceptional ability to relate to and motivate others.
Performing Arts: Ability to create or perform in music in a way that suggests exceptional talents.
Artistic: Ability to draw, paint, sculpt, photograph, or arrange media in a way that suggests exceptional talent.
The identification process screens all students in the Spring months for areas of giftedness. The Student
Support Team Coordinator collects pertinent data. In late Spring, the Student Support Team (SST), a team of
teachers, counselors and the gifted and talented teacher will review the data and determine whether students are
eligible as gifted and talented in each area and, if so, at which level. No specific score on any one measure
determines eligibility. The SST does not produce individual eligibility reports.
Identification Tools
To identify students, CAS uses multiple, culturally-sensitive criteria appropriate to each category of giftedness.
Three types of data are used in the process of identifying a student as gifted:
1. Test data (e.g. MAP, DRA Reading, Quarterly assessments, Classroom assessments, Cognitive
Screening, Off-level testing, etc…)
2. Performance Data (e.g. grades, student work samples and recordings, grade level benchmark tests)
3. Supporting Data: (e.g. Gifted and Talented Evaluation Scales, Parent, teacher and student
nomination forms and checklists, letters of recommendation)
All nominated students will be screened for the area(s) indicated for consideration, with supporting documents
brought to the team for review.
What if I have questions?
Please contact the Student Support Team Coordinator if you have any questions. Collegiate American School
will have an informational link that can be accessed by going to the CAS Website.
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