Learning Support Programs

Learning Support at Nido exists to support students with additional academic needs. The Nido Mission and the Learning Support Guiding Principles are supported through our beliefs that:

1. each child should be given the tools they need in order to reach their full potential in the Least Restrictive Environment (LRE) possible;

2. all learners can succeed academically when provided with responsive support that targets their specific needs;

3. intervention and support should be data-driven;

4. Learning Support is a collaborative process that includes teachers, parents, students, and service providers.

Learning Support is available for students with mild and moderate learning needs who qualify for services. Students may receive in-class support in their core academic classes and/or pull-out services provided by one of our Learning Support staff members. Nido Learning Support seeks to provide services in a tiered system. Research shows that 80% of students will be successful with Tier 1 classroom support (Novak, 2024), that 15% of students may need Tier 2 support which encompasses small group intervention for distinct periods of time, and ~5% of students will need consistent and intensive Tier 3 support (Shurley, 2022). At this time, Nido does not admit students with intensive needs.

Tiers of Support

Tier 1 is defined as whole-class instruction. Every student who enters International School Nido de Aguilas is considered ‘in Tier 1’ and has a right to high-quality, responsive Tier 1 instruction. Tier 2 is made up of students who do not make adequate progress in Tier 1 and need additional support on Tier 1 skills or content for a defined amount of time, typically through small group interventions 2-3 times a week for 4-6 weeks while still participating in regular class lessons.

Tier 2 instruction is focused on Tier 1 content and skills. Progress is monitored, and based on the results, students may return to Tier 1, complete another cycle of support in Tier 2, or advance to Tier 3 for further support.

Tier 3 takes place when students do not make adequate progress despite Tier 1 and Tier 2 support and/or if a student has a diagnosed learning need or disability which establishes a need for Tier 3 support. Tier 3 instruction may relate directly to Tier 1 skills or content but is often focused on more foundational needs. Tier 3 is the most intensive level of intervention and may involve small group or individual lessons. Students receive Tier 3 instruction in the least restrictive environment with frequent progress monitoring.

Starting in grade 6, there is a fee for learning support.

Elementary School (Grades K2-5):

Nido Elementary Learning Support services provides Tier 3 support to students, which focuses on foundational skills and is in addition to Tier 1 instruction and at times, Tier 2 instruction when it is available. Elementary students receive in-class support and/or pull-out direct instruction based on student needs and program availability. Students who require pull-out services receive remedial intervention in small group and/or 1:1 sessions either inside or outside of the general education classroom.

Middle School (Grades 6-8):

Nido Middle School Learning Support includes Literacy Lab, Learning Lab, and in-class support.

The Literacy Lab

The Literacy Lab is a literacy-focused class designed for students that do not yet have adequate literacy skills to be successful in their core classes. The goal of this class is to remediate lagging literacy skills to support students in developing the reading and writing skills necessary to access the general education curriculum. Interventions and curriculum for this course are chosen to meet the needs of students with dyslexia or other literacy-related learning differences.

The Learning Lab

The Learning Lab class has been designed to assist students in various academic areas. The program reinforces student learning and helps develop the essential skills students need in order to meet the various standards of each class: organization, study skills, time management, goal setting, and self-advocacy. In middle school and high school, Learning Lab is a scheduled class that meets every other day where students receive individual and small-group instruction. The Learning Lab teacher conducts close monitoring of the student’s classroom performance, offers in-class support in selected core subjects, and frequently consults with the classroom teachers.

In-class Support

In-class support takes place when a learning support teacher or teaching assistant provides assistance to students in the general education classroom.

High School (Grades 9-12)

Nido High School Learning Support includes the Learning Lab, the Math Lab, and in-class support.

Learning Lab

Learning Lab is a program that has been designed to assist students in various academic, social-emotional, and behavioral areas. Learning Lab helps develop the essential executive functioning skills students need in order to meet the various goals of each grade level and works with students in the areas of self-regulation, organization, study skills, time management, goal setting, self-advocacy, and curriculum support.

Math Lab

The Math Lab Program has been designed to meet the needs of students who are not able to access the standard math pathway. Math Lab can either be a temporary program, where students can develop their skills in order to move into the standard pathways or it can provide an alternative pathway for some students. Students in Math Lab are not eligible for the full IB Diploma.

In-class Support

In-class support takes place when a learning support teacher or teaching assistant provides assistance to students in the general education classroom.

Learning Support Documentation

At Nido, student needs are carefully documented using a range of tools to ensure tailored support and effective tracking of progress. These tools include Individualized Learning Plans (ILPs), TEA ILPs, and Accommodation Plans. Learning support documentation is developed collaboratively, involving the classroom or general education teacher(s), administrators, counselors, Learning Support staff, the student's family, external specialists when needed, and, when appropriate, the student themselves. This process ensures that all parties contribute to and understand the strategies in place to help the student succeed.

Individualized Learning Plan (ILP)

An Individualized Learning Plan (ILP) is a personalized document designed to support a student's unique learning needs. It provides a comprehensive overview of the student's strengths, areas for growth, and relevant background information. The ILP includes SMART (specific, measurable, accurate, realistic, and time-bound) goals that are being addressed through Tier 3 intervention services, which offer intensive, targeted support in identified areas of growth. In addition to tracking progress in these areas, the ILP outlines the services and resources the student receives both within the school and through external providers, as well as accommodations the student is to receive in the Tier 1 classroom and/or on assessments.

TEA Individualized Learning Plan (TEA ILP)

The TEA ILP (Individualized Learning Plan based on the TEA Law in Chile) is a specialized document created to provide personalized support for students with Autism Spectrum Disorder (ASD) in the educational setting. Its primary goal is to foster the student’s emotional, behavioral, and academic well-being, ensuring a positive and enriching educational experience. This plan outlines strategies to prevent and manage challenging situations, incorporating both preventive and intervention measures along with student areas of strength, growth, student background, accommodations, and more.

For more information, visit the TEA Law at Nido section.

Accommodation Plans

Accommodation plans are developed for students who need specialized accommodations in the classroom. Accommodations are changes to the classroom environment, process, or product in order to assist the student toward success. Examples of common accommodations include, moving closer to the front of the classroom, flexible seating, working in low distraction areas, chunking, extra time, speech-to-text, and use of a laptop. Accommodations are made without making any changes to the school curriculum.

Learning Resource Center

The Learning Resource Center (LRC) provides Occupational and Speech Therapy either during the school day or after school. The LRC team receives referrals from the school or directly through families who are interested in these services. Payment is made directly to the LRC team and many services may be reimbursable through Chilean or international health plans. Parents who utilize the services of the LRC agree to provide a Release of Information authorizing the school to access all records with relevant staff. The LRC staff are private contractors and are not Nido employees. For more information email nidodeaguilas.lrc@gmail.com.