Kid’s Community College Southeast is dedicated to the well-being and educational success of every child. We aim to foster internationally-minded, lifelong learners who will help shape our global community.
It is the philosophy of the International Baccalaureate, Kid’s Community College Southeast Middle School, and Hillsborough County that every child receives a world-class education. In the context of the inclusive nature of the MYP and the learner centered nature of IB, our vision is that all students will receive the necessary resources, guidance, accommodations, and differentiation needed to be college-, career-, and life-ready. It is the goal of Kid’s Community College Southeast Middle School to develop life-long learners. We realize that we need to remove barriers to learning for all students to achieve this goal. The structures of Kid’s Community College Southeast Middle School are organized in a way that embraces student diversity and creates the opportunity for enriched learning. Through this emphasis on embracing diversity, students will be better equipped to interact with others in the real world as internationally-minded and culturally aware citizens. The inclusion model for students with exceptional educational needs increases the depth and volume of successes for students with exceptional learning capabilities through providing equal access to MYP Units and standards-based, core curriculum. This model fosters a culture of collaboration, mutual respect, support, and problem solving.
Local and National Requirements:
Provisions for Exceptional Education Students
Exceptional students shall be provided with programs implemented in accordance with federal, state and local policies and procedures; and, specifically, the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, Sections 1000.05 and 1001.42 (4)(L) of the Florida Statutes, Section 1002.33, Florida Statutes, Laws of Florida, and Chapter 6A±6 of the Florida Administrative Code. This includes, but is not limited to:
- A non-discriminatory policy regarding placement, assessment identification and selection
- Free Appropriate Public Education (FAPE)
- Individual Educational Plans (IEPs), to include an IEP meeting with the student’s family
- Least Restrictive Environment – Students with disabilities will be educated in the least restrictive environment and will be segregated only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. As it is the School’s goal to place students in an environment where they can best flourish, representative present. If a referral for a change of placement is considered, the School’s staff will work together with the Sponsor to ensure that the needs of these children are met. School staff, which must include a certified Exceptional Education teacher, will work closely and as early as possible in the planning/development stages with the Sponsor’s staff to discuss the needed
10/19/10 Orange County Public Schools Page 11 of 53 services, including all related services and programs, of the students with disabilities at the School. Parents of students with disabilities will be afforded in their native language procedural safeguards, which include the areas of notice and consent, independent educational evaluations, confidentiality of student records, due process hearings and surrogate parents.
Identification of Students with Exceptional Needs:
Students who experience significant challenges in the areas of curriculum and learning environment, social/emotional skills, independent functioning, communication, or health care are referred to and reviewed by the Problem-Solving Leadership Team (PSLT). Members of this team include the PSLT Chair, ESE specialist, campus director, assistant campus director, guidance counselor, and small groups professors. Additional participants, such as classroom professors, school psychologist, social worker, or agency representatives may be invited as appropriate. Any school staff member can submit a referral to school PSLT chair. During the review process, students are evaluated to assess their academic, behavioral, social/emotional, or physical needs.
After the review, if it is determined that further evaluation is needed, the referral is sent to the Child Study Team (CST). Child Study Team members include CST Chair (ESE specialist), guidance counselor, campus director, and assistant campus director. Additional participants, such as classroom professors, district resource teacher, school psychologist, social worker, or agency representatives, may be invited as appropriate.
If the CST determines that the child exhibits a need for exceptional education, additional data is gathered, and an eligibility meeting is held with the CST team and the student’s parents. Students who are determined eligible for exceptional student education services will be assigned to the ESE Specialist who will develop and support the implementation of Individual Education Plans (IEPs) and Education Plans (EPs) for gifted services. If a Section 504 Plan is deemed appropriate, the guidance counselor will develop and support the implementation thereof. Support for students is provided by classroom professors, the ESE Specialist, the Speech and Language Pathologist, and the Gifted Resource Teacher, according to the student’s IEP, EP, or 504 plan.
ESE Team Responsibilities:
Campus Director: Updates and maintains the school improvement plan; Identifies and addresses personnel needs; Instructional Leadership Team (ILT) Chair; PSLT team member; CST team member; Serves as Local Education Agency (LEA) for IEP and EP meetings.
Assistant Campus Director: Identifies and addresses curriculum and instructional needs; Provides support for the campus director in (ILT, textbooks, testing, calendar items, grades, report cards, student placement, field trips), substitutes; ILT team member; PSLT team member; CST team member; Serves as LEA for IEP and EP meetings.
ESE Specialist: Problem Solving Leadership Team (PSLT) member; Child Study Team (CST) Chair; Instructional Leadership Team (ILT) member. Provides support for ESE students according to their respective educational plans; Provides support to professors for implementing IEPs and EPs; Assists in identifying students whose needs are beyond what is offered to all students; Develops, updates, and maintains student IEPs and EPs; Serves as LEA for IEP meetings in which the student is eligible for the Speech Impaired or Language Impaired programs.
Guidance Counselor: PSLT team member; CST team member; ILT team member; Provides individual and small group support and guidance for students’ social, emotional, and behavioral growth; Plans and implements monthly, whole-class guidance lessons which focus on social, emotional, and behavioral strategies; Develops individual behavior interventions for students, as appropriate; Develops, updates, and maintains Section 504 plans.
Small Groups Professor: PSLT Chair; Receives and maintains PSLT referrals; Gathers, analyzes, and presents data to the PSLT regarding exceptionally low or high student performance; Provides academic support for students who require tier 2 support; Monitors student data for identification of needs and to ensure student success.
Social Worker: Employed by the School District of Hillsborough County; Provides support for students with excessive absences or tardiness; Serves as a member of the CST team when the concerns involve attendance at school or significant struggles in the home; Gathers and presents information to the CST team regarding the student’s social history where appropriate.
Speech and Language Pathologist: Employed by an outside agency; Develops and implements IEPs for students eligible in the Speech Impaired or Language Impaired programs; Supports students’ articulation and language development needs; Conducts speech and language evaluations as appropriate; Conducts hearing screenings; Serves as a member of the CST when the student is being considered for the Speech Impaired or Language Impaired programs; Conducts eligibility meetings for students found eligibility meetings for students found eligible in the Speech Impaired or Language Impaired programs.
The Exceptional Educational Needs Inclusion Model:
Inclusion provides all students equal access to an appropriate curriculum. To remove learning barriers, the inclusion model places students who are eligible for exceptional student education services in tiered classes (intensive, small group support, advanced) based on multiple data sources, including FSA scores, NWEA MAP scores, FAIR scores, DRA reading level, and input from the PSLT and CST teams.
In the inclusion model, all exceptional education students are included in general education classes. The ESE Specialist and Small Groups Professor collaborate with the classroom professors on lesson planning to ensure that best practices are being utilized. Additionally, they problem-solve with the student’s general education professors and utilize co-teaching, classroom support, and consultation support to ensure that the highest quality of differentiated instruction is provided to every student.
Although the inclusion model is advantageous for the vast majority of students, there are instances where a student’s academic needs are best met in a setting with even more support. In these instances, the PSLT team and classroom professors may determine that the student is better served in an intensive or advanced class for a core subject area. Placement in these classes is based on their testing data as well as PSLT team recommendation. Continuous data collection and analysis ensure that the ever-changing needs of all students are being appropriately met.
Monitoring Exceptional Student Success:
Kid’s Community College Southeast Middle School provides direct services to exceptional education students by assigning a case manager to each student with an educational plan. For most IEPs, the ESE specialist serves as the case manager. However, the Speech and Language Pathologist serves this role for students whose exclusive area of eligibility is Speech Impaired or Language Impaired. The school counselor, school psychologists, physical therapists, or other agency representatives may provide additional services as outlined in the student’s educational plan.
The ESE Specialist provides a copy of each IEP or EP to every professor who serves the student, and the school counselor provides a copy of each Section 504 plan. Additionally, each teacher must acknowledge the receipt of each plan by signing and returning the appropriate Receipt of Plans form. Providing physical copies of these forms ensures that every professor is aware of specific student learning needs, required accommodations, and appropriate strategies for success. A new copy is provided immediately after any change is made to the plan. Professors must also sign a Receipt of Plan for each revised copy of the IEP they receive. A paper copy of each student’s IEP and all supporting documentation are maintained in the student’s cumulative folder which is locked in the cumulative room.
All professors meet with the ESE Specialist regularly to discuss student progress, monitor data collection, and to determine if any modifications to services is appropriate. Meetings with professors are held on a quarterly basis or more frequently, if needed.
An IEP meeting is held annually in accordance with federal law to review the student’s individual needs, progress, and appropriate placement. The IEP can be revised or reviewed earlier, if necessary, but the IEP meeting must never occur more than one year from the previous review date. All IEP meetings must include the ESE specialist, parents/guardians, student (if at least 14 years, or as appropriate), classroom professors, and a Local Education Agency (LEA) who is knowledgeable of ESE services and can serve as a student advocate. Additional participants may include the campus director, campus assistant director, school counselor, school social worker, school psychologist, district resource teacher, speech and language pathologist, outside agency representatives, and any other relevant professionals.
State and federal mandates for exceptional student education supersede some requirements of the Middle Years Programme (MYP). However, Kid’s Community College Southeast Middle School exercises flexibility in scheduling, and through the inclusion model, all courses are taught using MYP pedagogy and assessed using MYP Assessment Criteria. Kid’s Community College Southeast Middle School offers specialized small-group instruction in several content areas when students exhibit exceptional needs that require modified learning environments. This system of small-group instruction supports inclusion within the eight core MYP subjects and statements of inquiry.
Differentiation of Instruction:
At Kid’s Community College Southeast Middle School, we are dedicated to the well-being and educational success of every child. Through this dedication, the academic and social-emotional needs of each learner are considered and addressed. Appropriate differentiated instructional strategies are determined through data analysis and the Multiple Intelligences (MIDAS) profile. These strategies are outlined and implemented in all MYP unit plans. Appropriate accommodations are utilized for assignments and assessments so that all students can have equal access to learning. Accommodations may include changes to the presentation, response, setting, or scheduling of assignments or assessments. Ongoing professional development and collaborative planning time is provided to staff members to ensure that differentiation is a focus during teaching, learning, and assessing.
Assessment is vital for the evaluation of teaching and learning. It allows for self-reflection and peer review, which supports all learners in gaining independence and becoming advocates for their own learning. Throughout the MYP unit plans, professors continuously monitor student understanding with formative assessment tasks. Each task guides the teacher to effectively assess mastery of each individual skill. In Professional Learning Communities (PLCs), professors analyze student progress and reflect on best practices to move towards mastery. All students, even those with accommodations, are assessed using MYP criteria.
Modifications within the MYP:Students may have a modified schedule when the district/local, state, or national mandates require adjustments to the MYP Core Class schedule. Students who require any of the district/local, state, or national mandates will receive the minimum 50 hours requirement of the IB MYP Core Subjects once the district/local, state, or national mandate criteria is met.
The list below is not exhaustive and will be reviewed as needed by Kid’s Community College Southeast Middle School staff. Students may have a modified schedule if:
- district/local, state, or national reading test scoresrequire placement in an Intensive Reading class.
- math test scores require placement in an Intensive Math class.
- a student has not earned a credit in a class and is in a course recovery class.
- The PSLT team or similar team of professionals deems that because of a student’s academic or social/behavioral needs he or she requires services or classes that better fit his or her needs.
At Kid’s Community College Southeast Middle School, we aim to support the academic, social, emotional, and physical needs of all students as they work towards meeting and exceeding their goals.
Monitoring and Revision of the Inclusion Policy
In 2017, the Kid’s Community College Southeast Middle School MYP Inclusion Policy was first drafted by the MYP Coordinator and other stakeholders. The inclusion policy has been further updated and developed by the Instructional Leadership Team which includes the PYP and MYP Coordinators. In October of 2018, the Governing Board participated in the review process. In January of 2019, the Professors and MYP Coordinator further developed the policy. The inclusion policy received additional review by the Head of School along with the Instructional Leadership Team and Governing Board during March 2019.
At the start of the school year of 2019, the inclusion policy will be reviewed and updated in consultation with the whole staff on a bi-annual basis. Prior to policy updates, feedback will be sought from all stakeholders. The MYP Coordinator, ESE Coordinator, Guidance Counselor and Administration are responsible for ensuring the inclusion policy is put into practice. Professors and administration will communicate the academic honesty policy to stakeholders.
The Program standards and practices, as well as the guide MYP: From principles into practice, were taken into account in developing the policy.
*Middle Years Programme. MYP: From principles into practice, September 2017 p. 37. Coordinator Support Material, Standard B1 Inclusion Policy, https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_0_mypxx_tsm_1609_1_e&part=3&chapter=4
Pine View Middle School Inclusion Policy, https://pvms.pasco.k12.fl.us/wp-content/uploads/pvms/2018/12/PVMS- Special-Needs-Policy.pdf
**Mission Statement from the IB
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.