Carter Lake Elementary

Inclusion Policy

Philosophy

We believe that all learners have unique needs to consider when helping them to meet/exceed their academic and non-academic potential. By recognizing the diversity of our collective learning community we apply strategies and support programs that address the individual needs and varied learning styles of ALL students. Teachers embrace this diversity and strive to provide all students with learning experiences that allow them to become creative, problem-solving students that embody the learner profile attributes. It is the intention of Carter Lake Elementary to provide access for students to the IB programme and philosophy by implementing the PYP as an inclusive programme for all students.

Purpose

At Carter Lake Elementary, we are partners in educating every child. We serve students who may have a recognized special education need and other students that may have special needs that have not yet been diagnosed. Some needs may be addressed through individualized plans. Teachers provide all students with opportunities to achieve these goals by carefully constructed differentiated teaching strategies to maximize students’ potential and which allow the student to demonstrate learning in different ways. We work as a team to provide a global education, centered on developing young people who are active, compassionate, life-long learners.

Objectives

Our inclusion policy guides our practice to:

• Support and maintain access for all students in the IB PYP
• To ensure that all learners have full access to the curriculum through inclusive and/or supportive programs
• To provide structures and systems needed to help support the diversity of all learners
• To have a reflective process in which we can determine next steps for all learners.

Rights and Responsibilities:

Every student has the right to a free and appropriate public education in the least restrictive environment. Any accommodations or modifications set within the Individual Education Plan(IEP) must be carried out as according to what is written in the IEP.

Parents/guardians must give consent for evaluation and reevaluation and initial placement in special education. Families have the right to participate in all IEP meetings and be made aware of any changes. Families have the right to participate in goal setting and can dispute or refuse any goals set. Families may also call an IEP meeting at any time to review, add, or change what is in their student´s plan. Parents/guardians have the right to pull students from special education (withdraw consent).  They have the right to review records and make changes if they feel something is incorrect or misleading.

School staff members have the responsibility to serve students in accordance with their IEPs. Staff members will maintain records and see to it that individualized education plans are up to date. Staff members are responsible for sending all relevant paperwork to families.

Legal Requirements:

Carter Lake elementary is in accordance with Iowa Law. During each meeting, parents/families are provided with legal rights documents as well as a summary of those rights. These rights are explained to the families by service providers or AEA representatives for the district. Procedural safeguards and rights can be accessed here:

• Procedural safeguards and rights

Exceptional Learner Needs:

The International Baccalaureate Primary Years Programme (IB PYP) recognizes that students come from a variety of cultures, backgrounds, and have a range of academic, physical and other needs. There are many students who may have a recognized, individual education need; student needs may be addressed through a 504 Plan, Individual Family Service Plan, Personal Education Plan and/or Individualized Education Plan.  Examples of these needs may include but are not limited to:

• Academic learning discrepancies
• Language and communication
• Emotional and behavioral
• Physical needs affecting mobility
• Sensory needs (such as visual or hearing difficulties)
• Medical conditions (such as asthma, epilepsy and diabetes)
• Mental health conditions (such as attention deficit hyperactivity disorder, symptoms of trauma and anxiety, etc.)
• Grade or subject acceleration
• Differentiation beyond core instruction
• Academic enrichment

Carter Lake Elementary implements the PYP utilizing inclusive teaching techniques. Teachers design learning experiences that allow all students, including those who have special educational needs, to meet the rigorous standards of the IB PYP. Teachers provide all students with opportunities to achieve these goals by carefully constructed and differentiated teaching strategies to maximize students’ potential and also allows the student to demonstrate learning in different ways.

Multi-Tiered System of Supports

Multi-tiered system of supports (MTSS) is a process that provides intervention and educational support to all students at increasing levels of intensity based on their individual needs. The goal is to prevent problems and intervene early so that students can be successful. Improvement for delivery of services to students with different needs is an ongoing process. The PYP staff collaborates to discuss growth, concerns and strategies to ensure student success. The team approach ensures the student receives the maximum attention to achieve academic success and personal growth to be a true well-rounded IB student.

Assessment

All teachers will utilize a variety of formative assessments to determine individual student needs and abilities. Teachers will be reflective when developing summative assessments that are differentiated to provide necessary modifications and accommodations. Teachers will use a variety of assessment tools to provide feedback on the learning process. Assessment practices include:

• Observations
• Performance tasks
• Benchmark testing
• Tests/quizzes
• Open-ended tasks
• Rubrics assessing student thinking as they respond to reading both orally and in writing
• Running Records
• Bridges intervention Assessments
• Iowa State Assessment of Student Progress
• District Assessments
• Dynamic Learning Maps (DLM)
• Early Literacy Alternate Assessments (ELAA)

Support

Classroom support: support for exceptional learners may include curriculum modifications, enrichment activities, classroom accommodations, small group instruction, or one-to-one support. When it is determined that a student would benefit from additional support outside of the classroom, pull-out services are provided to meet academic, social, or behavioral needs. Additionally, paraprofessionals may provide further support to some students.

Documentation

Data relating to the academic achievement of all students will be organized in digital databases and/or cumulative folders. Teachers will have access to these databases and will use this information to track student progress and make educational decisions. Documentation of services received will be provided for students with SEN. Progress will be reported three times per year. Copies of progress reports will be provided to parents with the student’s report card. Individualized Education Plans (IEPs) are written for students who are identified for special education services. These plans will be revised annually, are confidential, and are shared with other school staff on an as needed basis. When students change schools or move from one school to another, all cumulative folders will be transferred.