Edgewood Middle/High Schools Inclusion Policy

*This comprehensive policy contains aspects which apply to the Edgewood Middle Years program as
well as to the Edgewood Diploma program. Please note commonalities as well as relevant distinctions.

Edgewood Inclusion Mission Statement

Edgewood International Baccalaureate Middle and High School is a school community that embraces and
welcomes all types of learners. We are committed to ensuring that provisions are made for all students with
advanced, remedial or special education needs. Diversity is a real world aspect that benefits all involved. With
this in mind, our goal as a school community regarding our students receiving special education services is to
provide them with the support necessary to experience academic, social, emotional, and behavioral success
while meeting their full potential.

Our mission is to provide students with special needs a foundation that is rich with opportunities to learn the
necessary skills to pursue further education, to obtain employment, and to prepare them for a successful adult
life.

The Special Education Department is committed to working with families to develop Individualized Education
Plans (IEPs) designed to meet the individual needs of every student who qualifies. The school encourages
practices that promote inclusion of all students in MYP to the extent possible. This plan may include
specialized academic instruction, accommodations, and/or related services within the school setting to support
each students ability to access the curriculum and ensure that every student receives a free and appropriate
public education consistent with International Baccalaureate MYP expectations.

ELIGIBILITY
The student is determined eligible for special education based on criteria established by the Individuals with
Disabilities Education Act (IDEA), exhibiting deficits, and identified areas of need, which adversely impacts
their ability to make progress within the general education setting without supports and services. Once the
student is determined eligible for special education services, an Individual Education Program (IEP) team is
assembled and meets to develop an educational program tailored to students individual needs. This IEP
includes present levels of performance, goals, various supports and services, as well as the most appropriate
and least restrictive environment in order for students to demonstrate educational progress. The IEP is
reviewed annually and revised as necessary. Eligibility is re-evaluated every 3 years.

Most of the services can be provided for students with special needs at their local schools. However, some
services and programs are only available at specified schools throughout West Covina Unified District and may
require enrollment at a designated site.

Parents who suspect that their child has a disability should discuss their concerns with their childs teacher
and/or school counselor and request a referral to the Student Success Team (SST). If the child continues to
exhibit difficulties after receiving interventions, the student is then further assessed to determine eligibility for
special education.

Our goal is to work with the parents and students to provide an appropriate educational program that provides
each student with the tools that they need to thrive and be prepared for further post-secondary, career, and
skills for life.
 Edgewood Middle/High Schools Inclusion Policy

Identification

Student Success Team (SST) Intervention:

Improvement to the delivery of services to students is an ongoing process. Therefore, identifying obstacles
to learning and providing early intervention is essential for maximum student growth. Monitoring students
closely and supporting teachers with challenging student issues is a critical part of intervention.

The SST consists of parents, teachers, students, and school psychologist (if needed). Teachers or parents
of students may request a meeting with the SST. The purpose of the team is to develop a plan for assisting
the student in the educational environment by reviewing data from assessments, classwork, health records,
outside providers and observations from parents and educators. From the review of data, the team works to
identify resources and methods that can help the student succeed. Teams reconvene after an agreed upon
length of time to determine if the added interventions have been successful or if new ones need to be
considered. The SST process is the first step in determining special education eligibility.

Related Services
Students found eligible for special education services may receive a variety of services designed to meet
their individual needs and to allow them access to the curriculum. Related services may include but are not
limited to:
Speech and Language
Occupational Therapy
Adaptive Physical Education
Physical Therapy
Orientation and Mobility
Deaf and Hard of Hearing
Mental Health

Individual Education Plans (IEP)

In accordance with the IDEA, a students IEP is reviewed at least annually to review progress towards goals,
develop updated goals and objectives to continue to meet student needs, revisit educationally related
supports and services, and discuss educational placement. Students are re-evaluated every three years to
determine continued eligibility, and current levels of performance, as well as the most appropriate and least
restrictive environment. Assessment results determine a students individual needs, which becomes the
basis for the development of IEP goals, leading to the most appropriate placement in order to meet identified
goals.

Our special education program supports students with disabilities by providing specially designed instruction
and related services. This allows them to develop university and career readiness skills, and achieve the
same overall foundation for success as students in general education.

Responsibilities
At the heart of the work of every successful school is a continuous cycle of planning, teaching and assessing
which takes into account the wide range of abilities, aptitudes, and interests of children. In order to ensure all
students have equal access to the curriculum and are successful, we recognize the need to be purposeful in
our planning and instruction for students with specific needs.

Edgewood staff recognize that all students:

have different educational and behavioral needs and aspirations
require different strategies for learning
 Edgewood Middle/High Schools Inclusion Policy

acquire, assimilate and communicate information at different rates

need a range of different teaching approaches and experiences
are unique and capable individuals
have the ability to become active, compassionate lifelong learners who understand that other people,
with their differences, can also be right

Edgewood teachers will:

comply with data collection and assessment requirements mandated by state and federal guidelines
participate in provided trainings
regularly provide formal and informal assessments
provide differentiation to meet learner needs in their classrooms
identify individual learning needs within the classroom
implement appropriate interventions
regularly monitor student growth
maintain accurate records of student progress
implement each students Individual Learning Plan (IEP, 504, ILPs) as applicable
follow state and federal laws governing exceptional students

The Special Education Team will:

follow state and federal laws governing special education
work collaboratively as a team to support students
collaborate and share resources with teachers and personnel at Edgewood Middle/High School in order
to provide a more inclusive and accessible learning environment for all students
develop Individual Education Plans (IEPs) per state and federal laws
provide instruction and support in the least restrictive environment
provide differentiated instruction to meet the specific needs and goals of learners identified as having
special needs
monitor progress toward goals
exit students from special education who no longer require the specialized services
maintain accurate records of student progress

Gifted and Talented Education (GATE) Team will:

follow state law governing gifted education
work with teachers to support gifted students
collaborate and share resources with teachers and personnel at Edgewood Middle/High School in order
to provide a more appropriate learning environment for advanced students
provide extracurricular activities or programs to increase student participation within the school
annually monitor progress toward affective and academic goals in the GATE program

Edgewood Middle/High school will:

provide training for personnel to successfully implement interventions and support student needs
work effectively to provide regular training, coaching, and staff development for differentiation
ensure staff compliance with state and federal requirements
provide support opportunities to meet the special needs of our students
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Differentiated Instruction
Differentiated instruction is the practice of modifying, extending, and adapting instruction, materials, content,
student projects and products, and assessments to meet the learning needs of individual students to ensure
both academic growth and success in their community and world. In a differentiated classroom, teachers
recognize that all students have individual needs that require varied teaching methods to be successful in
school. They see their role as creating that environment for their students.

Differentiation could include resources both inside and outside of the classroom based on the learning and
emotional needs of a student. In our school, students are supported in a manner that acknowledges their right
to share the same learning experiences their peers enjoy. We recognize there are times when, to maximize
learning, children need to work in small groups or in a one-on-one situations outside of the classroom in order
to close significant achievement gaps.

Accommodations for Assessment

The assessment of children reflects their participation in the whole curriculum of the school. Accommodations
should be provided so students can demonstrate their knowledge and mastery of the significant concepts.
Accommodations should allow students to show their learning in a way that best meets their needs as a
learner.

Accommodations on district and state tests will be provided per the guidelines of permitted accommodations
on standardized assessments set forth by the West Covina Unified School District and the California
Department of Education.

Works Cited:

MYP: From Principles into Practice. Cardiff, Wales: International Baccalaureate Organization, 2014. Print.

International Baccalaureate Organization. Programme Standards and Practices. Cardiff: International

Baccalaureate Organization, 2010. International Baccalaureate Organization.

U.S. Department of Education. "IDEA Building The Legacy of IDEA 2004."IDEA Building The Legacy of IDEA
2004. U.S. Department of Education. Web. 08 Mar. 2016.

International Baccalaureate Organization. Learning diversity in the International Baccalaureate: Special

education needs within the International Baccalaureate programmes. Electronic document. Cardiff, Wales:
Peterson House, 2010. May 2015.

International Baccalaureate Organization. Requests for inclusive assessment arrangements. IB Information

System online (IBIS): https://ibis.ibo.org. Accessed 8 October 2015.

Final revisions 1/20/17 by SPED

Revised 1/25/17 by PST Advisory Committee
Approved 1/25/17 by PST Advisory Committee
Revised 1/31/17 by School Site Council
 Edgewood Middle/High Schools Inclusion Policy

Approved 1/31/17 by School Site Council