MODERN AMERICAN SCHOOL Accredited by the American Agency ADVANC-ED (Advancing Excellence in Education World Wide) Accredited by the North Central Association Commission on Accreditation and School Improvement (NCA CASI)
Modern American School Student Support Service Inclusion Policy
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Modern American School is a candidate school for the International Baccalaureate (IB) Diploma Programme and pursuing authorization as an IB World School. IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision. *Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: The Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org
MAS Mission Statement The Mission of the Modern American School is to provide students with a challenging educational environment within an international community focusing on a global curriculum integrated with technology, and a plethora of extra – curricular activities to meet student’s individual. MAS Vision Statement The Vision of the Modern American School is to nurture lifelong learners and global thinkers to become responsible citizens with leadership qualities and universal values while instilling pride in one’s cultural identity.
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Table of Contents MAS Mission Statement .................................................................................................................................. 2 Vision & Philosophy ......................................................................................................................................... 2 Table of content............................................................................................................................................... 3 Department Mission Statement ..................................................................................................................... 4 What is an inclusive education? ...................................................................................................................... 4 General Objective of the Student Support Services ........................................................................................ 4 Policy Development ......................................................................................................................................... 5 Informing the Community .............................................................................................................................. 6 Inclusion Team ................................................................................................................................................. 6 Student Support Services Timeline.................................................................................................................. 6 Student Supportt Services Staff Qualifications .............................................................................................. 6 Roles for Subject and Student Support Service Teacher ................................................................................ 8 Inclusion Programe Procedure ........................................................................................................................ 9 Referal Templates ............................................................................................................................................. A Word about Gifted and Talented Students ……………………………………………………………................................................14 Language Support …………………………………………………………………………………………………………………………………………………..14
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Student Support Services Mission Statement The mission of Special Education at the Modern American School is to provide high quality education programs whereby all student is empowered to reach their individual potential, respect and value themselves and others, and become life-long learners.
Inclusive Education Inclusion education’s goal is for all students attend and are welcomed in schools, in ageappropriate, regular classes. Students are encouraged and supported to participate in all aspects of their education. Inclusive education is about how programs are developed and designed to support all levels of learning where each student is seen as an active member of the classroom learning community. Inclusive education is about ensuring access to quality education for all by effectively meeting their diverse needs in a responsive, accepting, respectful and supportive way. Inclusive education supports a common learning environment. Inclusion is a whole school responsibility where all staff are aware of strategies and procedures.
Inclusive Education Objective Inclusive education objective is to provide all students with the most appropriate learning environments and opportunities for all to achieve their best potential. Also to provide a are safe and caring environment where all educational needs are met and supported, each can learn and reach their full potential given opportunity, effective teaching and appropriate resources.
Importance of Inclusion •
All children develop a sense of belonging and become better prepared for life in the community as children and adults. It provides better opportunities for learning. Children with varying abilities are better motivated when learning in classes surrounded by other children. Successful inclusion supports the development an individual’s strengths and gifts. It fosters a culture of respect and belonging. It also provides the opportunity to learn about and accept individual differences.
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It provides all children with opportunities to develop friendships with one another. Friendships provide role models and opportunities for growth.
Learning Environment Classroom environments are extremely important for students and for teachers. Everything from the color of the walls to the arrangement of the desks sends impressions to students and can affect the way a student learns. The emotional environment also will affect the learning environment and how well a student receives instruction. Modern American School provides a positive learning environment for the student which includes for example: - Read and Ride Room - Standing Desk in each classroom - Bean Bags - Therapeutic Balls - Pull-out and inclusive programs - Centered/station learning areas - Carpeted work areas
Inclusion Policy and Procedure When teacher’s become concerned with a student’s academic achievement or notice a student is having difficulty handling instruction and classroom routines: 1. 2. 3. 4. 5.
6. 7. 8. 9.
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A referral for Student Support Services (SSS) is completed by the classroom teachers. Teacher meets with SS team and administration to discuss concerns and observation. A parent meeting takes place with SSS team. The concerns are discussed and ask the parents to provide the school with a diagnostic assessment. Recommendations from assessment are used to create goals and complete an Independent Learning Profile (ILP), collaborating with the classroom teacher and parents. A meeting is held with the classroom teacher to finalized ILP and finalize classroom procedures relating to the student. Student will be supported in the classroom; scheduled times will be established during core subjects for SSS teacher to work in class supporting the student. Regular meetings with teacher to monitor progress and/or alter ILP if needed. SS staff and teacher will work collaboratively to review assessment and make modification to meet the student’s specific learning style/need.
10.Regular meetings will take place with parent to discuss progress (phone calls, emails, progress reports) 11.ILP will be reviewed quarterly. 12.Student portfolio will be created to document progress.
Inclusion Team Our policy is communicated to various stakeholders as follows: o Teaching Staff o Handbook o Orientation session during induction week delivered by the SEN coordinator o Reference available on the Teacher Resource folder (school intranet) o Students / parents o Ongoing awareness program embedded in the curriculum to develop openminded, principled and caring individuals o Parent information sessions (Individual meeting)
Student Support Services Historical Timeline -
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2000 - The SEN department was established at MAS 2005 - MAS adopted the full integration of students within their classroom, by following a plan prepared by the SS team. The counselling department started working more closely with the SS department. 2019 - Program name change to Student Support Services 2019 –Al classrooms have a designated space for learning support.
Student Support Services Staff Qualifications -
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Head of Student Support Services must have a Master degree in counseling, many courses in Student Support Services, and special training and workshops Student Support Service teachers must have a Bachelor qualification, special training and workshops, Hearing and speech sciences School counsellor must have a Bachelor degree in Counselling and several training workshops in student support services.
Student Support Services Role The Student Support Services department work is divided into several areas: • • • • • • • • •
Create the Individual Learning Profile in collaboration with the classroom teachers, parents and results of diagnostic assessment. Work cooperatively and collaboratively with core subject teachers. Provide support for student in the classroom for all listed core subjects. establish scheduled meetings working collaboratively with core subject teachers, documenting progress and areas of concern. All accommodations and modifications for student needed resources will be provided by the SS teacher. All assessments will be reviewed and if needed modification will be provided by the SS teachers. Provide ongoing communications with parents regarding student progress Provide quarterly review of ILP with parents. Assist with the creation of student portfolios for each student in the program.
Main Learning Difficulties Dyslexia- a general term for disorders that involve difficulty in learning to read or interpret words, letters, and other symbols, but that do not affect general intelligence. Dysgraphia- a specific learning disability that affects written expression, can appear as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Dyscalculia- as a specific learning disorder, an impediment in mathematics, evidencing problems with: Number sense. Memorization of arithmetic facts. Accurate and fluent calculation. Accurate math reasoning. Dyspraxia- is a condition affecting physical co-ordination. It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily.
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Attention Deficit- is a neurological disorder that causes a range of behavior problems such as difficulty attending to instruction, focusing on schoolwork, keeping up with assignments, following instructions, completing tasks and social interaction. Hyper Activity- the condition of being abnormally or extremely active.
Role and Responsibilities of Subject Teacher The subject teacher is the content area expert; they are: • • • •
Responsible for student’s grades and assessments. Responsible for providing modified work, tests, and exam for students. Responsible for meeting the goals of students ILP. Works closely with the support teacher.
Role and Responsibilities of SS Teacher • • • • • • • • •
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Creating ILP Provides the expertise in modification of assigned work Support the subject teachers in preparing lessons for teaching students. Is the expert in services rendered to students, e.g. keep him on task, teach him skills and so on. Is not the content expert; rather is the expert in how to maximize a student’s abilities. SS teacher is the expert in how to maximize the student’s abilities following the teacher’s content plan. Is an advocate for students in the classroom? Works closely and collaboratively with the regular teacher. Meets with the subject teacher on a regular basis for follow up.
Student Support Services Inclusion Program
Identify students With learning difficulties
Observe student abilities
Fill in a referral form by the subject teacher Refer student to SEN center for informal assessment
Diagnostic report
Modify and accommodate the material and assesment
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REFERRAL FOR STUDENT SUPPORT SERVICES Student:______________________________ Student ID # ___________
Date of Referral: ____________________
Date of Birth: __________________
Age: ____________
Gender: ______________ Ethnicity: _____________________ Language at home: __________ Parent/Guardian: _______________________ Email: __________________________________ Home Phone: ___________________________ Work Phone: ____________________________ Referral from: __________________________ Role: ___________________________________ REASON FOR REFERRAL (check all that apply): ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐
Instructional Concerns Pre-literacy skills Basic reading skills Pre-numeracy skills Basic math skills Written language skills Cognitive learning strategies Communication skills Other: Other: Other: No instructional concerns noted
Behavioral Concerns ☐ Attention and concentration ☐ Non-compliance with teacher directives ☐ Following directions ☐ Easily frustrated ☐ Extreme mood swings ☐ Social/peer interaction skills ☐ Adaptive behavior skills ☐ Other: ☐ Other: ☐ Other: ☐ No behavioral concerns noted
Review of Medical Information/Records (describe any medical concerns currently impacting the student. Consider whether the student has any medical diagnoses, if the student is currently taking any medication at school and/or at home, is the student currently using any assistive technology devices, does the student wear glasses, does the student wear a hearing aid, etc.):
Pre-referral Interventions (describe any current or past supplemental programs/services or interventions provided to the child, such as Title 1, early intervention services, preschool, individualized interventions, etc. Describe any scientific research-based interventions implemented and the results.):
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Educational History (describe the student’s educational history, including appropriate instruction in reading and math and the student’s response, school attendance/absences, whether the student has ever repeated a grade, the student’s English proficiency level and how it was determined, current performance levels in academic and/or functional areas (primarily those areas of concern), any home/environmental factors that might affect the student’s performance in school, whether the student has been previously referred for special education services, etc.):
Other Relevant Information (describe any other relevant information from the parent, school, other agencies, etc.):
Referral Team Recommendations: ☐ Special education evaluation recommended (parent receives Prior Written Notice and Consent for Evaluation). ☐ Special education evaluation not recommended at this time (parent receives Prior Written Notice). Other Referral Team Recommendations:
Referral Team Members (including parent(s)): Name
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Position/Title
Individual Learning PLAN (ILP) Student Name
Date
Grade
Gender
ILP meeting members names
Role
Strengths
Difficulties
Data Collected Assessments
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Results
Previous Accommodations and Results Grade
Intended Outcomes/Goals SMART goals
Accommodations Environmental changes, teaching strategies, modification of curriculum or assessments
Accommodations
Responsibility:
Student and Parent Responsibilities Student or Parent?
Responsibility
Support Services: ________________________________________ Parent/guardian: _________________________________________ Student: _______________________________________________
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A Word about Gifted and Talented Students MAS recognizes the importance of gifted students. Gifted students are defined as: 1. 2. 3. 4. 5.
Students who learn at an accelerated rate. Students who are able to solve problems quickly and effectively. Students who can manipulate abstract ideas to an advanced degree. Students who show interest and talent in a specific subject area. Students who are skilled in extra-curricular activities such as sport or fine arts.
Teachers are expected to accommodate such students within the classroom through appropriate differentiated activities, which extend, enhance and develop students’ performances. However, as students approach High School, they are provided opportunities to enroll in advanced classes such as Honors English, or through an accelerated programme in math and science. In addition, they are encouraged to take AP classes, where appropriate. They are also expected to participate in MUN conferences and selected after school activities. Students who are talented in fine arts and sport are encouraged to take a leading role in performances, and are supported in national and international sporting events, and their achievements are celebrated.
Language Support ESL and ASL students are provided inclusion support, and out of class support as needed. (Please see Language Policy).
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International Baccalaureate Programme Modern American School is a Candidate School for the Diploma Programme. This school is pursuing authorization as an IB School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Modern American School believes is important for our students. *Only schools authorized by the IB Organization can offer any of its four academic programmes: The Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org. In addition, as per the General Regulations, schools must make it clear to Legal Guardians and the relevant authorities that IB schools have the sole responsibility for the implementation of the IB programmes and the quality of teaching. Schools must also ensure that, where relevant, it is made clear that the award of the IB Diploma, DP Course Results, the Career-related Programme Certificate and MYP Certificate is made at the sole discretion of the IB. General Rules and Regulations – Article 8 – Requirements of the Diploma
References https://www.k12.wa.us › special-education › program-review › model-for... https://www.goodschoolsguide.co.uk › special-educational-needs › learning
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