Revised 4.28.2020
Reviewed and Revised 8.27.2020
Revised 11.22.2021
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FICKETT ELEMENTARY SCHOOL

PRIMARY YEARS PROGRAMME CANDIDATE SCHOOL
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Fickett Elementary Mission Statement

In a safe and nurturing environment, with the collaboration of all stakeholders, we will
provide all students with a quality, rigorous curriculum that develops curious,
experienced, and compassionate learners that think positively and globally.

Fickett Elementary Vision

A school of excellence that empowers students to become curious, considerate, lifelong
learners who are internationally minded and college and career ready.

INCLUSION POLICY

The vision of Special Education Services and Supports is for all students with
disabilities in Georgia to participate in challenging educational programs designed to
meet their unique needs, resulting in increased academic performance and preparing
them for employment and independent living.
Fickett Elementary School is a PK-Fifth grade public school within the Atlanta Public
Schools District. We accept all students regardless of their race, sex, gender, or
exceptionality.
Philosophy:
We believe that all learners have unique needs that must be addressed in order to
ensure that they meet/exceed their level of potential. R.N. Fickett applies approaches
and support systems that address the individual needs and varied learning styles of
students, including those identified with special needs (special education, gifted and
talented and English Language Learners). By recognizing the diversity of our learning
community, we support the development of internationally minded people.
Practices
At Fickett, we adhere to federal and state guidelines governing the education of
students with disabilities, “The Individuals with Disabilities Act (IDEA).” Students with
special needs are provided access to the curriculum in the least restrictive environment.
For some, that means a self-contained classroom or mainstreaming for part of the day.
However, in many cases, this is a regular, comprehensive classroom where classroom
teachers and specialists collaborate following an inclusive approach.
Teachers/Specialists assess the children to determine each child’s individual needs and
provide any special services and/or materials they require. Teachers collect and
analyze data, monitor progress and facilitate setting/updating goals with the students
and parents.

Revised 4.28.2020
Reviewed and Revised 8.27.2020
Revised 11.22.2021
Fickett used the Multi-Tiered System of Support (MTSS) framework as outlined by the
state. This process includes screening, progress monitoring, multi-level prevention
system, and data based decision-making. This tiered framework provides evidence
based interventions and educational support for all students at increasing levels of
intensity based on their individual academic and behavior needs.
Special Needs Programs, Services, and Staff
General Education Teachers
English as a Second Language (ESOL)
Special Education Interrelated Teachers (IRR)
Co-Teachers
Autism Teachers
Physical Therapy (PT)
Occupational Therapy (OT)
Speech Language Pathologist (SLP)
Assisted Technology
Social Worker (SW)
School Psychologist
Counselor
Differentiation:
At R.N. Fickett, students receive instruction that enables them to perform and achieve
success at a rate appropriate to the learner’s ability and interests. Differentiation is seen
as the process of tailoring instruction to meet individual needs, whether by content,
process, products, or the learning environment. The use of pre-assessments and
formative assessments are also used to discover students’ strengths and identify areas
to target for remediation.
All students have the opportunity to participate in every aspect of the school community,
including IB Programmes and extracurricular activities. The extent to which students
with identified special education needs or 504 plans participate in the IB Programmes is
defined by the following: 1) Individualized Scheduling 2) Progress Monitoring 3) 504
Plan Accommodations, and 4) Individual Education Plan (IEP).
Assessments
We assess students at Fickett in the following ways:
1. Easy CBM Progress Monitoring
2. MAP
3. IREADY
4. Accelerated Reader
5. Checklists and rubrics to support student self-assessment
6. Teacher created assessments
7. System-wide Benchmark Assessments
8. End of year standardized testing-Georgia Milestones
9. Student Data Binders

Revised 4.28.2020
Reviewed and Revised 8.27.2020
Revised 11.22.2021
10. Student Goal Setting
Affirming Identity and Building Self-Esteem:
We provide a variety of opportunities to affirm and support the diverse needs of
students:
● House System
● LiveSchool APP
● Personalized Learning
● Verbal Praise
● Class Dojo
● School Gameroom
● In class celebrations of demonstrated achievement and character
● IB Learner Profile Attributes Brag Tags
● Daily parent communication
Valuing Prior Knowledge:
When planning units of inquiry, the teachers incorporate strategies that will be used to
explicitly activate and build prior knowledge for all students. Assessing each learner’s
level of prior knowledge helps the teacher to determine how to differentiate tasks and
additional activities needed to deepen their learning throughout the units of inquiry.
Scaffolding:
Learning at Fickett is scaffolded in order to move students towards a stronger
understanding of material and a greater level of independence. The following are
examples of how instruction is scaffolded for learners.
● Story Maps, Vocabulary Maps, Visual Thinking Maps (Graphic Organizers)
● Visual aids for classroom and take home use
● Computer Aids
● Small group instruction
● Individual Instruction
● Providing Prompts
● Asking Questions
Extended Learning:
Learning is extended for all students at Fickett Elementary School. An Intervention
Block is done 4 days a week based on data. Tutorial is provided after school one day a
week to allow student’s additional time with the teacher(s) on targeted skills. College
scholars are utilized daily to work with small groups or individual students on math and
reading fluency. Students with disabilities as well as our English Language Learners
extend their learning by accessing increasingly sophisticated texts using assistive
technology and read aloud software. These fiction and nonfiction resources allow
students to extend their academic language and allow for additional student centered
learning activities.

Revised 4.28.2020
Reviewed and Revised 8.27.2020
Revised 11.22.2021
Compliance
Fickett Elementary School documents compliance to state and federal guidelines in
working with students with special needs through our counseling, ESOL and special
education departments. Those departments are managed by building administration
and the district’s Director of Special Education. Individuals in these departments are
responsible for the annual writing and updating of Individual Education Plans (IEP) and
504 Plans. All information regarding the progress and performance of these students is
contained in the student’s personal cumulative folder found in a secured location in the
main office.
More Information
More information regarding special needs programming may be found on the
Georgia Department of Education Website
Special Needs Policy Review
The Fickett Elementary School Staff will review the Inclusion Policy annually.
● This document was created by the IB Team and Special Education Staff Fall 2017
● This document was revised by staff October 2019 including Special Needs Staff
● This document was reviewed and revised by the Fickett Elementary School
Administrative and Leadership Teams October 2019, November 2020, and November
2021