Targeted Learning Support: Supporting Every Learner with Intention at CIS

At CIS, we sometimes work with students who are academically capable and articulate, yet find social communication more challenging. These students may perform well in lessons, demonstrate strong reasoning skills, and engage confidently with content, but still struggle with the unspoken rules of conversation. 

Difficulties can include staying on topic during group discussions, knowing when to enter or exit a conversation, interpreting social cues, or understanding how their words may be received by others. In a collaborative and inquiry-based environment like CIS, where discussion, group work, and presentations are central to learning, these skills are essential not just socially, but academically. 

When these challenges arise, simply correcting behaviour in the moment is rarely enough. Instead, we need to understand how the student is thinking about the interaction. What are they noticing? What are they missing? How are they interpreting the responses of others? 

At CIS, effective support means teaching these skills explicitly and giving students structured opportunities to practise them in safe, supported settings. When students begin to understand the why behind social expectations, not just the rule itself, we often see increased confidence, improved peer relationships, and greater participation in class discussions. 

Effective targeted intervention begins with understanding where a student is starting from. Before we can support growth, we need a clear picture of current strengths and areas for development.

One of the tools we use to build this picture is the Pragmatics Rating Scale. It helps us look at communication across three key areas: 

• Non-verbal communication – speaking clearly and using an appropriate tone of voice, facial expressions, eye contact, and gestures.
• Expressing ideas – staying on topic, giving enough detail, knowing how to start a conversation, and avoiding talking too much.
• Interaction skills – taking turns, responding appropriately, not interrupting, showing you are listening, and clearing up misunderstandings.

The scale uses a simple five‑point rating system, allowing teachers to notice how often certain behaviours occur and how consistently a student demonstrates particular skills. This gives us more than just a general impression, it provides a structured starting point for identifying meaningful goals that connect directly to classroom expectations at CIS. 

No single tool gives the full picture, so we use the scale thoughtfully. We adapt it to reflect each student’s individual profile, gather input from more than one adult when possible and invite students to reflect on their own communication. We also compare ratings before and after intervention and balance scores with classroom observations and professional judgement. 

Establishing this kind of baseline shifts the focus from vague concerns to clear, achievable next steps. It ensures that support is purposeful, personalised, and aligned with the social and academic demands of our school. Most importantly, it allows us to move beyond managing behaviour and toward developing skills that strengthen inclusion, independence, and a genuine sense of belonging within the CIS community. 

Interventions and Tracking 

Two approaches often used to support social communication are Social Stories and Social Situation Mapping (SSM). 

Social Stories use short, structured narratives to model expected behaviours and help students understand what might happen in particular situations. They can be especially helpful for introducing new routines or preparing students for unfamiliar experiences. 

Social Situation Mapping, part of the Social Thinking approach, offers a more reflective and discussion‑based strategy. Instead of simply telling students what to do, SSM encourages them to think through social situations using a clear visual framework. Students explore: 

• The situation — where it is happening, who is involved, and what the context is 
• Expected behaviours 
• Unexpected behaviours 
• The emotional and social impact of each choice 
• The possible “social emotional chain reaction” that follows 

For students at CIS who have strong reasoning skills, this approach can be particularly powerful. It encourages them to think about cause and effect in social interactions. Rather than memorising rules, they begin to understand how their actions influence others and how small choices can shape classroom dynamics, friendships, and group learning experiences. 

This reflective process supports not only improved behaviour, but greater independence and self-awareness within our school community. 

Tracking Progress 

Progress tracking combines quantitative and qualitative measures: 

● Pre- and post-intervention Pragmatics Rating Scale scores 

● Student self-ratings (to measure self-awareness growth) 

● Teacher observational feedback 

● Anecdotal evidence of spontaneous skill use 

Notably, improvement may manifest not only as behavioural change but also as increased metacognitive awareness. In some cases, students rate themselves lower post-intervention due to a deeper understanding of skill expectations. This reflects cognitive growth rather than regression. 

Tracking therefore requires careful interpretation. A targeted intervention is effective not only when scores increase, but when: 

● Self-awareness improves 

● Skill generalisation occurs 

● Emotional regulation improves 

● Teacher-reported classroom participation increases 

Targeted interventions are most effective when four key elements work together: precision, explicit instruction, metacognitive engagement, and collaboration.

Precision begins with a clear understanding of what needs to change. Rather than addressing broad concerns such as “social skills” or “focus,” effective support identifies the specific skill that will have the greatest impact, such as taking turns in group discussions or initiating tasks independently. Clear goals make it easier to select appropriate strategies and monitor progress.

Explicit instruction recognises that not all students acquire skills simply by observing others. Many benefit from clear explanations, modelling, and guided practice. By making expectations visible and breaking complex skills into manageable steps, students are more likely to apply them independently and consistently.

Metacognitive engagement strengthens intervention by helping students understand why a skill matters, not just what to do. Reflection enables students to connect their behaviour to outcomes, develop self-awareness, and gradually regulate their actions with increasing independence.

Collaboration ensures that support is consistent and meaningful. Learning support teachers, classroom teachers, counsellors, specialists, and families each contribute valuable insight into a student’s strengths and needs. Working together allows strategies to remain relevant, culturally responsive, and aligned across different settings.

At Canadian International School (CIS), these principles guide how we design, deliver, and evaluate learning support, helping students build the skills and confidence to thrive academically, socially, and emotionally.

About Jessica Follett

Jessica is a passionate Special Education Needs teacher with over 13 years of experience, including 8 in international schools around the world. She specialises in inclusive education and applies the principles of Universal Design for Learning, ensuring that all students can access and engage with the curriculum in meaningful ways.

At CIS, Jessica continues to advance her professional expertise by earning additional qualifications in Autism Awareness and Psychometric Assessments. She contributed significantly to the development of the school’s Gifted and Talented Multi-Tiered System of Supports (MTSS) model. Jessica has also played a key role in helping schools redesign effective Response to Intervention and MTSS frameworks, aligning them closely with Universal Design for Learning principles.

Her international experience includes participating in the EU-funded ‘All Aboard Project,’ where she visited schools across Europe to study inclusive practices. She later authored an article titled “Managing Challenging Behaviours in the Classroom,” which was published following the project.

In 2024, Jessica completed her Special Educational Needs Coordinator qualifications, further affirming her commitment to supporting diverse learners and promoting inclusive, equitable education for all.