Inclusion Policy

I. Purpose

Each day we challenge and inspire students to love learning and to shape a better world.  The purpose of the Inclusion/Special Educational Needs Policy is to ensure that students with identified learning needs are supported in ways that allow for the actualization of both the Franklin Middle School and IBO mission statements. Franklin Middle School is committed to making our classrooms safe, inclusive environments where every student has an opportunity to learn, grow and realize their potential to shape a better world.

II. Definitions

1. Individualized Education Plan (IEP) – a formal written plan developed for each student with a legally identified disability.

2. Inclusive Classrooms – classrooms that include students with a variety of learning needs with one or more teachers.

3. Accommodations – changes to instruction or assessment that allows an individual student to learn the curriculum and demonstrate that knowledge.

4. Differentiated Instruction – instruction in an inclusive setting that is tailored to the individual needs of a learner.

5. Gifted and Talented (GT)Identification – 

SPECIFIC ACADEMIC AREA: 

1. Three (3) STAR Scores NCE of 90+ in the area being considered (Reading OR Mathematics) This indicates that the student has demonstrated performance of at least 2 standard deviations above the Mean in either Reading OR Mathematics, OR

2.  A stanine score of 9 on the Verbal, Quantitative, or Nonverbal batteries of the CogAT 

a. Either Grade Stanine (GS) or Age Stanine (AS) is acceptable, 

b. A stanine score of 9 indicates “Very High” ability in the area being measured AND Samples of classroom work (examples: mathematics assessments, literacy assessments, end of course assessments, other coursework, etc.); Observation Forms completed by the teacher(s) and/or parent(s); Other evidence of content area giftedness

GENERAL INTELLECTUAL ABILITY:

 1. Three (3) STAR scores of NCE 82 or above  in both Reading AND Mathematics; For very young students, an overall NCE from STAR Early Literacy is acceptable; This indicates that the student has demonstrated performance of at least 1.5 standard deviations above the mean in both reading AND mathematics; OR Stanine scores of 9 in at least 2 of the CogAT batteries (Verbal, Quantitative or Nonverbal) or an overall ability profile score of 9;

a. Either GS or AS is acceptable; A stanine score of 9 indicates “Very High” ability in the area being measured AND Samples of classroom work (examples: mathematics assessments, literacy assessments, end of course assessments, other coursework, etc.); Observation Forms completed by the teacher(s) and/or parent(s);

b. Other evidence of content area giftedness

III. Principles

1. Franklin Middle School is committed to providing the IB Middle Years Program to every student regardless of specialized learning needs.  Our classrooms are inclusive and welcome diversity of learning needs and styles.  This Inclusion/Special Educational Needs Policy is designed to ensure that the special educational needs of individual learners are met within this context.

2. Students with special educational needs are identified and accommodated to provide equal access to the curriculum and assessments. As deemed appropriate by the IEP team, the Special Education teacher will work with the classroom teachers to ensure that differentiated instruction is provided in the regular education classroom for special needs students.  We understand that differentiated instruction is good practice and do not confine differentiation exclusively to students with identified needs.

3. We believe that every student is the responsibility of every teacher. This demands that our teachers take ownership of the students with special learning needs in their classrooms and differentiate their instruction to meet those needs through content, process and products.

4. Students identified as gifted and talented by the district will be provided additional opportunities as defined by the district gifted and talented resource teacher and the classroom teacher that may take the place of regular education classroom work for a period of time. As deemed appropriate by the district, the gifted and talented resource teacher will work with the classroom teachers to ensure that differentiated instruction is provided in the regular education classroom for gifted and talented students as needed.  We understand that differentiated instruction is good practice and do not confine differentiation exclusively to  students with identified needs.

IV. Professional Learning on Inclusion Policy

1. All teachers will receive yearly training and review on having diverse classrooms and co-teaching with both special education teachers and the gifted and talented support teacher.

2. All new teachers to Franklin Middle School will receive additional professional learning on diverse classrooms and the Inclusion/Special Educational Needs Policy.

V. All processes and procedures will be followed in the Green Bay Area Public Schools Special Education Policies and Procedures.

VI. For students identified with special educational needs, regarding completion of the all eight subject groups: The IEP team will determine which subject groups would be appropriate based on the student’s ability and skills levels. The needs of the disability may result in one or more subject groups needing to be exempted. This will be re-evaluated every year at the IEP team meeting.  

VII. Review Committee

The Inclusion policy committee, with the support of the Special Education department and the Gifted and Talented Resource teacher, will continue to review, support, refine, and build our Inclusion Policy once a year to ensure that we are meeting the needs of all of our students. We will provide the policy to the entire staff and parents yearly.

Green Bay Area School District 

Board Policy 411 - EQUAL EDUCATIONAL OPPORTUNITIES

I. PURPOSE 

A. The Green Bay Area School District is committed and dedicated to the task of providing the best education possible for every student enrolled in the District. It is the policy of the District to protect students from discrimination and harassment regarding a student's sex; age; race; religion; color; national origin; ancestry; creed; pregnancy; marital status; parental status; homelessness; sexual orientation; gender identity; gender expression; gender non-conformity; physical, mental, emotional or learning disability/handicap; or any other legally-protected status or classification. 

B. This policy will apply to any acts of discrimination or harassment toward or by students on any school or District grounds, at school or District-sponsored activities, or in transportation to and from school and school or District-sponsored activities.