In order to ensure that students are meeting and surpassing academic expectations, LAS has a number of services in place such as supervised study hall. When instructors are available, students can also take advantage of office hours, extra lessons, and tutoring sessions. Additionally, the Learning Support Department works collaboratively with teachers and students to address unique learning needs. Our Learning Support Specialists create Individualized Education Programs (IEPs) for students with documented learning disabilities and needs, detailing the appropriate accommodations necessary for their academic success. Clear and measurable goals are set in order to track and highlight student achievements.
Students who are struggling academically are aided through a three-tiered support model. The first tier of intervention takes place in the classroom with the teacher. If further support is deemed necessary, tiers two and three involve brining the student to the attention of the Students of Concern Committee, and connecting them with tutors and Learning Support Specialists. The Learning Support Department works with the Admissions Team to determine individual students' needs prior to enrollment into the Academic Intervention Program.
The LAS campus has two well-equipped libraries which serve as the primary spots for students and faculty to consult with qualified librarians, conduct research, listen to guest lectures, meet, work, and study. The Savoy Library serves students in grades 7 to 10 and has a spacious conference room, a lecture area, group study tables, and a children's corner. The Belle Époque Library, opened in 2012, supports students in grades 11 and 12 and offers a reading room, a group study area, and comfortable furniture. Together the two libraries offer a combined total of 18,000 items including books, magazines, journals and newspapers, ebooks, DSLR cameras, HD video cameras, and more, so that students can feel well-supported in their academic, creative or curiosity-driven endeavors.
English as a Second Language (ESL):
As a diverse international school, it comes as no surprise that 30% of our students have taken ESL studies at some point during their education. LAS makes it easy for non-native English speakers to begin their studies without the need for an ESL preparation year. We achieve this by enrolling our students in a sheltered- immersion model of ESL studies—this means that they will share their Math, Arts, and Physical Education classes with native English speakers to promote international understanding and the sharing of cultural backgrounds. More language-intensive classes such as Ancient World History and Literature and Reading will occur in ESL-only classes so that students can receive support tailored to their skill level. As an ESL student's proficiency improves, they will join mainstream and IB courses. Please note that the LAS libraries provide students with an international collection of books, containing reading materials in 23 different languages, to help students maintain engagement in their mother tongues.
Guiding Principles of the Esl program:
Students learn more effectively when they use language for a purpose.
ESL students need opportunities to read material at their individual levels, and writing activities need to be closely integrated with conversation and reading.
A supportive environment is the key to learning a second language.
Groups work together with mutual trust and respect, encouraging the second-language learner to take risks, explore, and experiment with conversational and academic language.
Language and concepts are developed together.
Language is best learned in a functional/experiential context so that students use language to think and learn.
Focus is on meaning and form.
ESL students must be engaged in meaningful learning activities in which the students talk with each other, pose questions, and solve problems together.
Second-language learning builds on previous knowledge and experience.
Successful second-language learning is dependent on the continual maintenance of first- language literacy, which is achieved when parents, teachers or friends listen to, read, and talk about stories in the first language. ESL students develop second-language competence at individual rates, which are influenced by their first-language background, their previous literacy and school experiences, and their own abilities.