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Thompson K-8 International Academy, IB World School

Special Needs Policy


Aims:
To inform all stakeholders of our procedures and policies
To ensure that students who qualify for extra help receive it.
Create clear expectations for all stakeholders
Provide students with scaffolded interventions
Make stakeholders aware of what the intervention opportunities
available
Philosophy:
Thompson K-8 believes that with the correct scaffolding, assessment,
preparation and interventions, all students will be successful. It is important
that there are practices and policies in place that prevent students from
having difficulties, assess their abilities, and provide appropriate
interventions.
Any staff member who determines the need to evaluate a student must
bring them to the SIT team. During this process, they will identify the
evidence they have of difficulties and the interventions they have tried. At
this time, the SIT team, made up of administration, the social worker,
psychologist, speech therapist, title one intervention teacher, literacy coach,
special education teacher, and general education teacher, will determine
what interventions are needed. If evaluation concludes that the students
needs special education services, an IEP will be written. Special education
programs include but are not limited to learning disabled, emotionally
impaired, otherwise health impaired, autistic, cognitively and impaired.
Students may stay in a resource room and then go to a least restrictive
environment if needed.
Identification:
Not all students experiencing academic difficulty will qualify for or need
special education services. The general education teacher will implement
interventions in the classroom. Students which are of concern will go
through these phases:
Tier I Intervention: Title one, reading specialist, counseling, social work,
parent meeting.

Tier II Intervention: Return to SIT to continue intervention, monitor


progress, monitor data, create behavioral intervention plan if needed.
Tier III Intervention: Special Education Evaluation. There will be a Review of
Exsisting Evaluation Data (REED). This will be conducted to see what
additional information is needed for evaluation. Then an evaluation will be
conducted. After the evaluation, a MET and an IEP will be held to determine
if services are needed and if so what they are. This will be a collaboration of
general education teachers, special education teachers, psychologist, social
worker, speech teacher and parents. Together they will determine the
students least restrictive environment and how and when services will be
provided.
The SIT team carries out the following activities:
Review problem areas
Document difficulties
Develop a plan for specific in-school accommodations (differentiation)
Recommend school based resources (ie. Counseling, Reading Specialist
etc.)
Observe the progress of students and determine the impact of
interventions
Include parents and help them gain insight into ways they can help
Develop intervention plans
Purpose of the SIT team process:
Collaborative method of creating interventions
Provides interventions without evaluations
Supports students academically and behaviorally
Gives teachers concrete strategies for differentiating
Works to decrease special education referrals
Who Should Be Referred?
any student who is (has):
Struggling academically or behaviorally
Risk of failing
Attendance issues

Interventions Available for students who dont qualify for Special


Education Services, but need extra support:
Classroom differentiation
Title 1 mathematics support
Literacy coach for reading intervention
Academic Enrichment focuses on math deficiencies for MYP students
Focus On Instruction focuses on math deficiencies for PYP students
504 Plan to identify classroom interventions
Behavioral Intervention Plan
English Language Learners:
Included in general education classes as much as possible
Receive small group instruction
Receive extra support in general education classrooms from a paraprofessional when needed
ESL specialist works with teachers to provide interventions
Special Needs Policy Review Process:
During Professional Learning Community meetings, general and special
education teachers will review the policy. The administration, psychologist
and social workers will review the policy with the IB Coordinator and
revisions will be made if needed.