•                                                                                   Beecher Hills Elementary School

                                                                                                      Inclusion Policy

     

    Philosophy

    We believe that all learners have unique needs to consider when helping them to meet/exceed their academic, social and emotional learning. To provide access to the IB PYP at Beecher Hills, we apply 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 collective learning community, we support the development of internationally minded people. 

    Practice 

    At Beecher Hills students with disabilities, English Language Learners (ELL) and students identified as gifted and talented are educated in general education environments with appropriate support and services.  According to each student’s Individualized Education Plan, students may receive specialized instruction in the general education classroom from a certified special education teacher, and supportive instruction from a special education paraprofessional.  Resource classes and units for students with Low Incidence Disabilities (Autism) are also offered.  We build positive learning communities in which a culture of collaboration encourages and supports problem solving for all students. The district provides a continuum of placements where appropriate instruction is available to students with disabilities requiring special education and related services in accordance to federal and state laws.  The district also provides certified staff to support students with language needs (ELL) and gifted exceptionalities (Gifted). 

     

    Atlanta Public Schools Policies for Inclusive Education

    Gifted Education

    “The Atlanta Board of Education recognizes the need to provide gifted education services to students who have the potential for exceptional academic achievement in grades K-12.  The superintendent shall provide programs for gifted students who demonstrate a high degree of intellectual and/or creative ability, exhibit an exceptionally high level of motivation, and/or excel in specific academic fields.” (Atlanta Public Schools, IDD, 2013).

     

    Special Education Programs

    Pursuant with Official Code of Georgia Annotated (OCGA), §20-2-152 (2019), “[s]pecial education shall include children who are classified as intellectually gifted, mentally disabled, behavior disordered, specific learning disabled, orthopedically disabled, other health impaired, hearing impaired, speech-language disordered, visually impaired, severely emotionally disturbed, and deaf-blind and who have any other areas of special needs which may be identified.”

    English Learner Students

    “The Atlanta Board of Education will provide a program for students who are English learners (ELs)  The purpose of this program will be to help EL students develop proficiency in the English language skills of listening, speaking, reading, and writing, so that they may be integrated into regular classrooms as quickly as possible.  The Atlanta Public Schools English for Speakers of Other Languages (ESOL) program shall operate based on the rules and requirements of the GA Board of Education and GA Department of Education.” (Atlanta Public Schools, IDDG, 2013).

    Differentiation 

    At Beecher Hills all students receive instruction that enables them to succeed within the range of their approaches to learning, abilities and interests. Differentiation is seen as the process of identifying, with each learner, the most effective strategies for achieving agreed goals. Dynamic groupings within classrooms, tiered lessons, use of pre-assessments, diagnostic and formative assessments are used to discover students’ strengths and areas for targeted instruction, and open-ended learning engagements are designed strategically to address students’ level of readiness. Some tools to support these strategies include:  most co-teaching models, station teaching, parallel model, one lead one support, least prompting levels, independent, modeling, visuals, gestures and physical prompting, leveled phonics readers, board games, application(app) use on android and IOS operating devices, free websites on classroom desktops and teacher accessed  sites to support Reading Fluency, Reading Comprehension and Mathematical Skills Development. 

     

    Stakeholders

    In order for Beecher Hills to be successful, several stakeholders are vital to the implementation of this policy.  The following is a list of all stakeholders who work to ensure that this policy is implemented to the fullest extent:

    • Students and parents
    • Special Education Teachers
    • Early Intervention Teachers
    • Gifted Teacher
    • School Psychologist
    • Guidance Counselor
    • Student Support Team Coordinator
    • General Education Teachers
    • Specialist Team Teachers
    • Administration Team

     

    Beecher Hills stakeholders will become aware of the policy through ongoing job-embedded professional development.  All other stakeholders will be made aware of the publication of this policy on our public publications that include school website and school handbook.

     

    Definition of Inclusion or PYP Inclusive Education

    The program consists of students in grades Pre-Kindergarten through fifth grade.  Students remain in the whole class setting as much as possible.  Based on students’ needs, there may be circumstances where students are taken out of the regular classroom based on IEP services.  Regardless of whether or not a student is pulled out, Support Teachers continue to support the implementation of the Unit of Inquiry.  Beecher Hills continuously supports students with special needs and our homeroom teachers teach them through our special education team as well as through our gifted team, student support team, guidance counseling series, medical services, and psychological services.   

    Staff works collaboratively together for students to be successful.  Our intervention staff, gifted teacher, and special education teachers meet collaboratively with the general education teachers to brainstorm and plan the most effective, researched based methods on how students can meet unified expectations.  Teachers plan differentiated lessons for students in various tiers of instruction based on what they know and can do.  Much of the planning from this team is based on data through Response to Intervention, Standardized test scores, yearly benchmarks, and summative/formative assessments.  Teachers also work diligently through specialized services, collaboration, data, and reflection to ensure that all students can learn.  

    Inclusion at Beecher Hills evolves around educating all students in their least restrictive environment.  In this environment, peers are together as much as possible.  For most, the least restrictive environment begins in the general classroom setting for academic subjects where two or more teachers work in a co-teaching environment to instruct students.  Students may receive instruction in a small group environment based off their Individualized Education Plan.  The Gifted and Talented students receive services through the collaborative model where the gifted teacher co-teaches with the general education teacher.  All students participate in specials classes together (Spanish, Art, Music, PE, Technology, STEM) in the whole class setting.  Overall, students are in various tiers based on their needs, and regardless of their levels of instruction, all students participate in the International Baccalaureate Programme. 

    Legal Inclusion Obligations

    Beecher Hills is obligated to follow the local, state, federal and international laws regarding students specifically with 504s and IEPs.  The legal obligations from each agency are as follows: 

     

    Local – Atlanta Public Schools: 

    • Response to Intervention (RTI) – Atlanta Public Schools follows Georgia’s four – tiered student Achievement Pyramid of Interventions to provide appropriate and effective response to Intervention services, which incorporates universal screening, targeted interventions, and a team approach to decisions making the development and implementation of services.
    1. Tiers I and II – Interventions are provided in the general education environment by grade level teams. Student data is used to make decisions based on intervention needs and progressing through the tiers.
    2. Tier III – This tier is supported by the Student Support Team (SST) and implemented by the general education teacher for an extended period of time. The SST Specialist ensures that the process is accurately followed and that decisions are made based on the data and student progress.
    3. Tier IV – The interventions and services within this tier are facilitated by specialized programs and/or instructional delivery models such as the Program for Exceptional Children, English Language Learners and Gifted Instruction.

     

    • Early Intervention Program (EIP) – Children start school at a designated chronological age, but differ, sometimes greatly, depending upon their development and experience. This program is designed specifically for students in grades kindergarten through fifth who are at risk of not reaching or maintaining academic intervention services for qualifying students to remediate foundation skills needed for academic success.  EIP provides additional instructional support and resources to help students who are performing below grade level obtain the necessary academic skills in the shortest possible time.

    Program Structure – The design of the program is structured in coordinator with regular instruction and other appropriate educational programs.  Development and evaluation of the program involves teachers, parents, and administrators at the school level.  The EIP program includes three components:

    1. Teaching Staff – EIP is staffed by certified teachers with experience and experts in teaching students with diverse needs and abilities. EIP funds provide additional staff beyond that which is provided through regular classroom funds.
    2. Instructional Segments – Grades K-3 segments is defined as a minimum of 45 minutes each day. A segment for grades 4-5 is defined as a minimum of 50 minutes of daily instruction. 
    3. Reduced Class Size – This grouping allows for the combination of EIP students with other student populations but in smaller classroom settings. The reduce class size model uses a sliding scale in which the overall class size reduces as the number of EIP students increases.  In this model, the teacher will provide all students with a greater instructional support due to the teacher having fewer students at a given time.

     

    • Student Support Team (SST) – The SST is a state mandated and school-based intervention process.  As outlined in the Georgia Student Achievement Pyramid of Interventions, SST Compliance serves as a basis for facilitation of Tier 3 Response to Intervention services. The SST Resource Manual states “the purpose of the Student Support Team is to provide support to both students and teachers with the outcome being to improve student performance”.

     

    The Response to Intervention/Student Support Team (RTI/SST) are committed to providing training, resources, and guidance to grade-level teams to help ensure the delivery of high quality instruction, research-based interventions, progress monitoring, and prompt identification of children at risk.  SST are comprised of students, interdisciplinary teachers, support staff, nurse, psychologist, special education lead teachers, parents, translators (as needed), and other specialists as needed.  This team uses a systematic, problem solving approach to address learning and/or behavioral difficulties experienced by students.  This includes students who are experiencing a lack of academic progress and those students who are eligible for Section 504 Plan.

     

    • Section 504 – Section 504 prohibits discrimination against individuals whose physical or mental impairment substantially limits one or more major life activities, including caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, working and learning. 504 accommodations are implemented to ensure equity for all students with disabilities within the general setting.  504 accommodation plans are created and monitored through the Student Support Team (SST). 

     

    • Special Education – The Atlanta Public Schools’ Special Education programs are founded on the belief that students with disabilities will receive a quality education that will lead to meaningful academic, social, emotional and behavioral outcomes for ours students. For students with 504 plans, we are in compliant with the Americans with disability Act (ADA) guidelines. 

     

    • Gifted and Talented – The philosophy of the Gifted and Talented Program states that “through advocacy and innovation, the unique needs of gifted and talented students will be recognized, valued, and nurtured so their inspired minds are equipped to change the world”. At Beecher Hills, we strive to nurture our gifted students as they take ownership of their learning.

    Legal Regulations

    Beecher Hills is subject to follow the legal regulations from the following organizations:

    • State Department of Education (GADOE)
    • United States Department of Education (ED)

    Beecher Hills is in compliance with the guidelines set forth through the Individual with Disabilities Education Act (IDEA)

    Affirming Identity and Building Self-Esteem

    We provide a variety of opportunities to affirm and support the diverse needs of students: 

    • Class Dojo
    • Hive Huddle
    • Weekly Shout outs
    • SEL (Social Emotional Learning)
    • Weekly Progress Monitoring (Bee Pride Program)
    • In class celebrations of demonstrated achievement and character/Attitudes 
    • Sensory breaks
    • Access to preferred items and tasks (drawing and coloring)
    • Daily parent communication
    • Inclusion and participation in school wide incentives 

     

    Valuing Prior Knowledge 

    When planning Units of Inquiry, the teachers at Beecher Hills incorporate strategies that will be used to explicitly activate and build prior knowledge for all students. Understanding each learner’s level of prior knowledge in turn determines the differentiated tasks and activities for the learners to deepen their learning throughout the unit of inquiry.  

    Academic Support: 

    Learning is extended for all students at Beecher Hills through additional opportunities and resources. Student tutorial is provided to allow access to the homeroom teacher and the Special Education teacher. Students with disabilities and English Language Learners extend their learning by accessing increasingly sophisticated texts using assistive technology and read aloud software. These resources allow our students to extend their academic language and create additional student centered learning activities.  

     

    Confidentiality of Student Records – Our confidentiality of student records reflects the policy guidelines in the Parental Rights for Special Education.  The Family Educational Rights and Privacy Act (FERPA) ensures that all students’ educational records are private.  Beecher Hills adheres to the Health Insurance Portability and Accountability Act (HIPAA) guidelines to ensure that data privacy and security provisions for safeguarding medical information are honored.  Parents are only allowed to ask for copies of their own child’s records.  School employees involved with a particular student may see a child’s record and do not require parent’s permission but are obligated to keep a child’s records confidential.  Besides school employees, not one else may see the results of a child’s records without the consent of the parent.

     

    Inclusion Policy Review

    The Beecher Hills Inclusion Policy will be formally reviewed, yearly by our school staff and community stakeholders.  This will enable us to make improvements to the policy as needed.  The effectiveness of this policy will be reflected in our assessment data and feedback from stakeholders. 

     

     

    Resources

    • Frank Martin International Center, 2020 Special Education Needs Policy
    • Warren Jackson, 2019 Inclusion Policy
    • Hawthorne IB World School, 2018 Special Education Policy
    • Bolton Academy, 2018 Inclusion Policy
    • Georgia Department of Education, 2014 Georgia Standards of Excellence