IB MYP Inclusion Policy

Restoration Academy MYP Inclusion Policy

“Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.”

This policy was drafted by IB Coordinator, SNSimpson; and reviewed by a committee that includes staff members from the Special Education, ESL, and Counseling Departments on 1/30/2023

I. Purpose

At Restoration Academy Magnet School for Exploration and Innovation, we recognize the wide spectrum of learners we serve and are committed to creating an environment where all students' learning needs are met.

As we strive to maintain an anti-racist, anti-bias school community, we value and celebrate the diverse backgrounds and learning styles/needs of our students by ensuring there is an access point to learning for all.

This document serves to communicate this core value to all stakeholders in the school community and as a commitment that all educators are involved in and responsible for planning and implementing teaching and learning that honors access and inclusion for all.

II. Philosophy

The Mission of Restoration Academy is to empower our FUTURE Leaders to be fair, uplifting, trustworthy, united, responsible and equitable citizens of the world. We strive to create an environment that models and builds upon these principles to develop a “culture of collaboration, respect, and support”(IB, Access and Inclusion Policy).

We recognize that each of our students comes to us with unique learning styles and needs. Our philosophy is built on the belief that we are responsible for offering ALL students high quality, rigorous instruction and support services to become independent, life-long learners.

This philosophy aligns with the IB belief that we must “remove and reduce barriers so that every student can fully participate in, and develop through, IB programmes”.

Our policy supports the IB Standards for inclusivity, listed below:

Standard A9: The school supports access for students to the IB programme(s) and philosophy.
Standard B1.5b: The school has developed and implements an inclusion/special educational needs policy that is consistent with IB expectations and with the school’s admissions policy.
Standard B2.8: The school provides support for its students with learning and/or special educational needs and support for their teachers.

III. Responsibilities

It is the responsibility of all Restoration Academy staff to develop and maintain a school-wide culture of inclusion.

As our students represent a wide spectrum of learners, it is essential to differentiate instruction to meet the needs of all students, including our Special Education students, English Language Learners, and the advanced learners.

We are responsible for providing learning strategies and systems of support (geared to intervention or enrichment) to assist students as they work toward their academic goals; as we believe and expect all students to apply themselves to achieve these goals.

Through differentiation of teaching, learning, and assessment, we strive to guide all students toward Restoration Academy’s mission of creating a “culture of free-thinkers that are able to manage their own learning and emotions, set and achieve positive academic goals…”.

IV. Special Education Department

Many students have special academic, physical, social or emotional needs and require additional support and individualized pedagogical approaches to meet academic goals. These special needs include:

Specific Learning Disabilities
Emotional Impairments
Speech and Language Impairments
Visual Impairment
Hearing Impairments
Physical Impairments
Health Impairments (Otherwise Health Impaired)
Autism Spectrum Disorders
Cognitive Impairments

At Restoration Academy, the goal of the Special Education Department is to ensure that access and proper accommodations are secured for students with classified learning needs and to prepare them, as all students, for college and career readiness.

Students with special needs are assessed and reviewed annually to identify accommodations and learning supports they need and which previously identified services are no longer needed.

The aim of this continuum of review is to prepare students for the least restrictive learning environment and toward a more independent learning process.

At Restoration Academy, we offer a range of inclusion models, including a self- contained classroom, an Integrated Co-Teaching class with one General Education teacher and one Special Education teacher on each grade level, paraprofessional classroom support where designated, and intervention services.

Other supports and services provided to Special Needs students:

504 Plans:

“Section 504 of the Rehabilitation Act of 1973 requires public schools to offer accommodations for eligible students with disabilities.

These accommodations help students with special health needs to participate in New York City Department of Education (DOE) programs and activities on an equal basis with their peers who do not have disabilities.”

Students may qualify for 504 Plans if they have a physical or mental impairment; or an impairment that substantially limits at least one major life activity.

There are a range of accommodation options based on what the student requires for full access to learning. Accommodations include:

Educational accommodations are for students who need building, classroom, or testing accommodations.
Paraprofessionals are assigned to students who require support with tasks due to their disability to access DOE programs and activities.
Transportation Accommodations
Health services are for students who need to take medicine (like insulin to treat diabetes or asthma inhaler) or receive a special nursing treatment at school.
Individualized Education Plans:

All students classified as Special Education students are provided with an Individualized Education Plan (IEP). A student’s IEP includes information about which strengths and needs to address when developing a plan of appropriate special education support and services.

The IEP outlines present levels of performance, measurable annual goals, progress reports, recommendations, participation in general education, and identified services needed.

We understand that more learning time with non-disabled peers results in higher achievement; fewer absences; a decrease in referrals for disruptive behavior; and increases college and career-readiness. To this end, students are reviewed annually to determine the least restrictive environment appropriate for learning.

The IEP process ensures the student access to participation in the learning process and inclusion in the overall school experience.

Commonly Used Accommodations/Learning Interventions:

Small Group Instruction
Scribe
Reader
Extended Time
Assistive Technology
ESL Support
Reading Grade Level appropriate Materials
Simplified Directions
Paraphrasing
Behavioral Modifications
Organizational Support
Alternate Testing Environment
Accommodated Materials
Paraprofessional Support
Language Interpreters

V. English Language Learners

In accordance with NY State Education Department Commissioner’s Regulations Part 154, all school districts are responsible for identifying English Language Learners in order “to plan and provide appropriate services…”. Typically ELLs are identified through home language surveys completed during school registration.

Once identified as possibly in need of language support services, the student is assessed using the New York State Identification Test for English Language Learners (NYSITELL) to determine reading, writing, speaking, and listening proficiency.

Students who require English as a Second Language (ESL) services are provided with resources, technical support, and learning strategies that support literacy development.

ELLs are administered the New York State English as a Second Language Test (NYSESLAT) annually to assess growth and reassess academic support required to participate in the learning process.

At Restoration Academy, ELL students receive Integrated Classroom support with the ESL educator “pushing-in” class to aid in the completion of tasks and projects.

ELLs also receive Stand Alone support in a separate location to provide reading and writing intervention services

Additional Possible Accommodations in Instruction:

Basic introduction to a subject before starting a lesson for the whole class.
Use “being there” experiments to make a lesson memorable.
Schedule field trips at the beginning of a unit to give learners critical background experiences and information to benefit from the ensuing instruction.
Offer copies of lecture notes to students who cannot copy accurately or quickly.
Additional Everyday Possible Strategies:
1.Visual organization strategies: These strategies should provide students with a kick-start and provide an understanding of what the key information in the question is or what type of answer is expected.
Closed procedure strategies: Closed strategies narrow the depth of the curriculum and help the student understand its focus. They allow students to practice answering questions in a systematic format.
Choice strategies:
Choice strategies provide the student with a visual method aiding recall. They can be made in varying levels of difficulty.
Yes/No strategies:
They should only be used in extreme situations when it has been determined that all other strategies are too difficult for the student.

Our approach to teaching and learning ELL students supports the IB policy for inclusion and Commissioner’s Regulation Part 154 requirement that “ELLs must be provided with equal access to all school programs and services offered to non-ELL students, including access to programs required for graduation”.

VI. Addressing Non-Academic Barriers to Learning

At Restoration Academy we approach teaching and learning through a holistic lens and recognize that there are non-academic barriers that can impact a student’s ability to engage in the learning process. True inclusion requires that we consider and plan for this wide range of non-academic barriers, including insecure housing, food instability, and emotional trauma. Our approach is multi-tiered incorporating the following:

School Counseling Program

Our School Counseling Program provides interventions that address non-academic barriers to learning. The counseling program “provides a developmental, data-driven, equitable program to meet the academic, career, and personal/social needs of our small but diverse population.” The program is dedicated to ensuring that all students learn, achieve their goals and develop socially and emotionally.

Although some students are mandated for counseling services, accommodations are made for any student in need of counseling support. Additional services provided by the counseling program include:

Individual student planning
SEL/Advisory
Crisis Intervention
Lunch bunch groups
Bullying and Harassment workshops
No Place for hate
No one eats alone
Spirit Week
Replications

Our partner Community-Based Organization, Replications, provides programs, services and coordination that nurture the whole child and drive student achievement.

Replications contributes to the inclusivity within the school community through their support to students and families and efforts to aide in:

Develop and maintain positive school culture and climate
improve student attendance
provide social, emotional, mental, and health supports.
engage and empower families and community members
provide after-school and enrichment programs (like Girls Trek, Male Mentor Program)
provide academic support directly to students
Coordinate community partnerships and student services based on need

Replications is also responsible for managing the school SEL/Crisis Team and for funding our Parent Coordinator who secures the home to school connection and offers support to parents and guardians

Children of Promise

The mission of CPNYC is to embrace children of incarcerated parents and EMPOWER them to break the cycle of intergenerational involvement in the criminal justice system.

The program works to achieve through the following goals: Provide services that are co-located, integrated, accessible, and collaborative.

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