This guide walks you through the Inclusion Hub in three lanes, new staff, homeroom teachers, and subject specialists. Pick your lane, check off each step, and you will be ready to support every student in your class from the first day of school.
Start here if you are new to Dwight School Seoul. Three steps. Check each one off as you go.
At Dwight School Seoul, our planning, teaching, and environments are Inclusive by Design, grounded in the Dwight Way Values of Kindness, Respect, Belonging, Responsibility, Integrity, and Curiosity, and lived every day by every student, family, and staff member.
In practice, this means every lesson is planned to work for every student from the start. One intentional adjustment per unit is where every teacher begins. Your Quest Co-Teacher will co-plan with you to help you get there.
Open the Quest Register to see which students in your classes have active support plans or accommodations. Review each one carefully. Bring any questions to your Quest Co-Teacher.
Quest Co-Teachers co-teach alongside classroom teachers from KG to G6 and co-plan with teachers from KG to G11. For any student concern, bring it to your Quest Co-Teacher first. They will involve the SST where needed.
For homeroom teachers and advisors. These steps focus on Daily Spark delivery, student profile knowledge, and the 4-station Skills Block.
Daily Spark runs every morning before curriculum begins. It is the primary delivery vehicle for Spark Skills, EF skills, Zones of Regulation, values, and Spark portfolio reflection. You own this session.
The structure is consistent: Zones check-in → EF skill of the week → Values activity or portfolio reflection (Friday). Your Quest Co-Teacher joins for the 4-station rotation on push-in days.
Filter the Student Profiles page by your homeroom. Read every card. Note the Tier level, ILP/MedRAD flags, strengths, and strategies. Make a note of any students who require specific adjustments from Day 1.
The advisor validates each student's Spark Skills profile each term, you will be doing this with your Quest Co-Teacher at the 6-week review.
The Spark portfolio is where students collect evidence of their EF skill development, SEL growth, and values credential progress. It is used in student-led conferences, advisor check-ins, and ILP reviews.
In Week 1, run a portfolio setup session using the Spark Portfolio Template. Students create their personal goal page, identify one EF skill to focus on, and complete their first Zones check-in entry.
Tier 2 students are reviewed every 6 weeks. Tier 3 students every 8 weeks. As the homeroom teacher or advisor, you attend SST meetings for your students and contribute observations. You do not need to lead these, the Quest Co-Teacher does.
The GAR Dashboard shows you the current status of every student in real time. If a student's status changes, you will receive an email notification.
Check the English proficiency level of each student in your homeroom. EAL students need Tier 1 EAL strategies from Day 1, not referrals, but good design. Sentence stems, pre-taught vocabulary, and thinking time are universal strategies that cost nothing.
Also check for students whose MAP scores are significantly above grade norms, these students need stretch and challenge, not just differentiation downward.
For subject specialists in Upper School who teach multiple classes. Focus: ATL connections, UDL strategies, and knowing which students in your rotation need what.
The IB ATL clusters and the EF skills framework overlap significantly. Planning & Prioritising maps to Time Management. Self-Monitoring maps to Reflection. Flexible Thinking maps to Critical and Creative Thinking. You are already teaching EF skills through ATLs, the Spark Skills Framework just names them explicitly.
Open the ATL Crosswalk tab in the Skills Framework and find your subject's most relevant ATL cluster. This is your entry point into the Spark Skills curriculum.
Open Student Profiles and filter by each grade you teach. Look for ILP flags, EAL status, and the strategies column. You do not need to memorize everything, you need to know which students need which adjustments before you walk in.
Students with MedRAD flags, contact Jett before you teach them. No exceptions.
Open the Strategy Library and filter by your grade band and setting. Find three strategies that fit your subject and commit to using them consistently this term. These do not need to be complex, the most effective strategies are often the simplest ones applied well.
If you have a strategy that works and is not in the library, submit it. Your expertise belongs in the system.
As a subject teacher, you see students in a specific context. You may notice something that their homeroom teacher does not see. That observation is valuable, share it.
For a concern: talk to the student's advisor first. If you have tried two classroom strategies and your concern persists, submit a referral. For anything urgent, open the crisis pathway immediately.
Answers to the questions staff ask most in their first weeks.