We believe that students thrive in an environment where they feel a strong sense of belonging, value, and where they receive the understanding and support needed to reach their full potential.
“Universal Support” ensures that all students have access to high-quality, intentionally designed instruction by all teachers that embraces the principles of Universal Design for Learning (UDL). By providing multiple means of engagement, representation, and expression, we create equitable learning experiences that support diverse strengths and needs. This foundation ensures that every student feels a strong sense of belonging and receives the instruction necessary to develop core skills, meet grade-level expectations, and reach their full potential.
Students who are on the Evaluation Plan have a completed psycho-educational evaluation and/or identified learning needs but do not receive additional support, accommodations, or modifications. The purpose of this designation is to ensure that educators have access to relevant information about the student’s learning profile, fostering awareness and informed instructional decisions while maintaining equitable learning experiences for all.
Students who are on the Accommodations Plan have an identified learning need but do not require direct intervention services. Instead, they receive specific accommodations to remove barriers to learning and ensure equitable access to the curriculum. Accommodations do not modify learning expectations but support students in demonstrating their knowledge and skills. These may include extended time, an alternative testing environment, access to assistive technology (e.g., text-to-speech, speech-to-text), or organizational aids.
Students on Monitor status do not receive direct intervention services, but their growth is reviewed periodically by the Learning Support Team (LST) to ensure they are making appropriate gains in their learning.
Students on LS-1 Consult level do not require direct services, but do receive
accommodations if needed. The learning support coordinator provides consultation with
the teacher(s) on a regular basis and also collaborates with the family to support the student within the classroom.
Students on LS-1 level of support are learning the same instructional objectives and the same curriculum content as their peers but require adaptations to the way the material is presented and/or to the way in which they demonstrate what they have learned. The student typically works in the regular classroom with their peers. However, they may require some direct support in specific areas, facilitated by a learning support teacher.
Students on LS 2 require intervention through a combination of consult, co-teaching, within class, and individual one-to-one support at least five or six sessions per 10-day cycle. These students may follow a modified curriculum in one or more subjects to meet their individual learning needs. LS-2 students typically have a diagnosed learning exceptionality and require targeted instruction, specialized resources, and, in some cases, support from external professionals.
Learning Support Team Leader
Learning Support Teacher
Learning Support Teacher
Learning Support Teacher
Students at YIS come from a variety of linguistic backgrounds, and our EAL program ensures each learner feels confident and engaged in every part of school life. Working alongside classroom teachers, our EAL team personalizes language support to match each student’s needs—fostering growth in communication skills while honoring cultural identity and prior language experience.
This inclusive approach enables students to thrive not just in English-based instruction, but also in co-curricular activities, community events, and day-to-day interactions. By celebrating and building on every student’s language strengths, the EAL program helps them develop the confidence to lead, collaborate, and participate fully in our diverse international community.
Social-emotional wellbeing is a key priority across all grade levels at YIS. Our counselors work closely with students, families, and teachers to offer individual support, group workshops, and ongoing guidance. Whether navigating emotions, setting personal goals, or planning future pathways, learners are encouraged to make mindful choices that foster growth and confidence. By promoting healthy relationships and reflective practices, our counselors help maintain a caring environment where every student can thrive.
We also welcome new families through orientation and follow-up meetings, ensuring a warm transition and a positive experience for each learner.
Counseling Team Leader
Middle＆High School School Counselor
High School Social-Emotional & College Counselor
High School Social-Emotional & College Counselor
Elementary School Counselor
