Special Education Policy

IB Special Education Needs Policy for Casimir Pulaski High School

Introduction

The Special Educational Needs/ Inclusion Policy is a working document developed by the 9th Grade Leadership students, the Learning Team and staff of Pulaski High School. Consistent with the standards and practices of the International Baccalaureate Middle Years Programme (IB MYP), this document provides an overview of our school’s beliefs and practices as they relate to the special educational needs of our students. This policy outlines the processes implemented at Pulaski High School to ensure that all students have access to the MYP curriculum, so that they can fulfill the mission of both IB and Pulaski.

Mission: The Special Education Department of Pulaski High School supports the needs of students with disabilities, including the provision of behavioral and academic intervention services to students in need of support.  Pulaski High School is dedicated to identifying, locating, and evaluating students with suspected special education needs. Eligible students with disabilities will be provided with a free and appropriate public education consistent with the Individuals with Disabilities Education Act (IDEA).

Philosophy: We think it is important, both morally and legally, that all students be offered the maximum possible participation in the IB curriculum.  Students who are participating in an alternate curriculum can incorporate the IB philosophy, the learner profile, and the personal project.  All students can succeed, and it is the philosophy of Pulaski High School that through support, specialized instruction, modifications and supplementary aids, that our students can reach their full potential in the the least restrictive environment possible.   

Special Education Students

Our Special Educational Needs (SEN) population includes students who need accommodations or modifications to the curriculum in order to meet their learning needs and facilitate continued academic growth. These students may include, but are not limited to:

• Special Education students who have an active Individualized Education Plan in place

• Students with medical or health issues which require a 504 Plan

Program Goals

Rationale: To ensure that all students are provided the necessary support to allow them to achieve academic success and reach their fullest potential as they progress through the International Baccalaureate MYP while attending Pulaski High School.

The goals of Pulaski High School’s Special Educational Needs programs are:

• To provide a positive and friendly environment to all learners with varying needs

• To recognize and capitalize on differences and diversity

• To provide all children access to curriculum through inclusion and differentiated teaching methods

• To monitor student success as shown through data, and communicate with all stakeholders about students, their progress, and their changing needs

• To guide all students to reach their unique intellectual capabilities

Inclusion

At Pulaski High School, every effort is made to provide the least restrictive learning environment that appropriately matches the needs of each student. Therefore, inclusion can be implemented differently for each student, depending on many factors such as, but not limited to:

• the student’s skill level

• the student’s previous learning experiences

• the unit of study

At Pulaski, inclusion can take many forms including:

• Students present in the General Education classroom

• Access to common curriculum for all students

• Support in the General Education classroom from Educational Assistants, Special Education teachers, and modifications from the General Education teacher

• Additional time to work in another setting

Differentiation

“Differentiation can help learners access the content at an appropriate level through a variety of resources” (Special educational needs within the International Baccalaureate programmes 5). Differentiation is a system of strategies that appropriately structure the curriculum so that each learner can reach his/her true potential. Differentiation “puts students at the center of the planning” helping teachers “respond specifically to their needs” (Making Differentiation a Habit: How to Ensure Success in Academically Diverse Classrooms 57).

Teachers differentiate through various means including, but not limited to:

• Content – Modifying resources and learning goals based on standards

• Process – Providing variety or choice in how students will learn

• Product – Capitalizing on students’ learning preferences and strengths by permitting them choice when demonstrating their learning

These forms can be suggested by the teacher for each learner based on readiness or on multiple intelligences. Methods of differentiation can also be determined by student interest and choice. Differentiation can take many forms and is closely tied with the Four Principles of Good Practice outlined by IB.

Roles in Support of SPED Students

Responsibilities of Leadership (School Administration, SPED Supervisor, SPED Department Chair, and Learning Team)

• To insure that all staff adhere to the expectation outlined by state and federal law as well as district and school policy with regards to students with special needs

• To insure that all SPED policies are aligned with IB requirements   

• To assign all students identified as requiring an IEP to a case manager

• To provide professional development to staff to facilitate the success of students with special needs

Responsibilities of Educators

• To know the academic levels of their students and differentiate instruction to facilitate growth   

• SPED teachers will keep files (in locked cabinets) for each SPED student that contain an IEP, student schedule, service verification form, case manager schedule, attendance detail, and other IEP related documentation

• Provide SPED students with the services and accommodations specified in the IEP   

• Special and Regular education teachers work together to plan and implement instruction that meets the individual needs of all students

• Pulaski Staff will conduct the various types of IEP meetings and evaluations that are required for all SPED students

• To identify students suspected of needing special education services and notifying the student, the student’s parent/guardian and the SPED supervisor       

Assessment

All teachers will utilize a variety of formative assessments to determine the individual student needs and abilities and to tailor subsequent instruction.  Whenever possible, teachers will develop summative assessments that are differentiated to provide necessary modification, challenges and student choice.  Students who appear to have special education needs and abilities and who have then been identified as requiring IEPs or 504’s will have all their modifications addressed in the classroom.  For specific IB external assessments, students will meet with the IB coordinator to ensure that their accommodations can also be provided. (See Pulaski Assessment Policy for more information.)

Support

Classroom support for all students with special education needs and abilities may include curriculum modification, enrichment activities, classroom accommodations, small group instruction, or one-on-one support, depending on what all stakeholders agree upon. 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.  When possible, co-teaching will be used as a strategy to meet special education needs and teachers will be encouraged to take advantage of district co-teaching training.

Documentation

Data relating to the academic achievement of all students is confidential outside of the student’s IEP or 504 team.  Progress of students receiving accommodations will be monitored and documentation of all services provided will also be used to revise IEP’s and 504’s on an annual basis.  When students change schools or move from one IB program to another, all cumulative folders will also be transferred.

Staff development and collaboration

All teachers receive IB training to promote understanding of the IB philosophy, the school’s IB policies, and components of the IB programs.  Each school site makes yearly plans for weekly staff development and will include in that plan time for horizontal and vertical collaboration on curriculum, assessment, student learning and plans for differentiation.  All MYP teachers will have time for collaboration with teachers of other subject areas who teach the same group of students to allow for conversations regarding individual student progress and strategies for differentiation.  Pulaski staff use their Common Planning Time and other agreed upon meeting times to collaborate regarding individual student progress and strategies for differentiation.