Philosophy:  We believe that all staff at Range View is committed to include and respond positively to each individual’s unique academic and behavioral needs.  All students will have access to the curriculum in the least restrictive environment.

• For some students this means a self-contained classroom or mainstreaming for part of the day.

• Teachers/specialists assess the children to determine each child’s individual needs and provide the special services and/or materials that they require.

• Teachers collect and analyze data to monitor progress and facilitate setting/updating goals with the students.

• We apply approaches and support systems that address the individual needs and varied learning styles of students to assist them in the IB Primary Years Programme.

 

We believe that . . .

• ALL children can learn and achieve high standards as a result of effective teaching.

• All students must have access to a rigorous, standards-based curriculum and researched-based instruction.

• Intervening at the earliest indication of need is necessary for student success (Pre K-12).

• A comprehensive system of tiered interventions is essential for addressing the full range of student needs.

• Student results improve when ongoing academic and behavioral performance data inform instructional decisions.

• Collaboration among educators, families and community members is the foundation for effective problem-solving and instructional decision making.

• On-going and meaningful involvement of families increases student success.

• All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability of RtI.

• Effective leadership at all levels is crucial for the implementation of RtI.

 

Purpose:

        IB World Schools have a responsibility to provide equal access to the curriculum and academic rigor for all students, regardless of individual abilities and needs.

 

Definitions:

• Special Educational Needs (SEN) – refers to any student who shows a need for extra support or for challenge beyond the general curriculum.  We recognize the wide spectrum of needs and abilities along a continuum, including students with learning disabilities, learning English in the mainstream classroom as well as the gifted and talented.

 

• Differentiation – begins with the process of using data to identify an individual’s unique strengths and needs. Teachers then use a variety of research-based strategies to match their instructional methods to the learner. Students are essential stakeholders in determining and working toward their own learning goals. On-going data collection is used to determine whether these strategies have been effective in meeting the student’s learning needs. Within differentiation, flexibility of timing, approach, and staffing are essential.

 

• Multi-Tiered System of Supports (MTSS) -  is collecting and analyzing behavioral and academic data in order to provide interventions for students to be successful. At Range View this includes both the Problem Solving Team (PST) and Positive Behavior Intervention and Supports (PBIS) Team.

 

• Inclusion – is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers and ensuring equal access to curriculum.

 

Practice:

• We believe the three principles of good practice are:

  • Differentiation

  • Affirming Identity and Building Self-Esteem

  • Valuing Prior Knowledge

 

Assessment:

• Students shall take the language assessments mandated by the state of Colorado and Weld RE-4 School District in the areas of reading, writing, math, science (grade 5) and English Language Acquisition (WIDA ACCESS).

• Formative assessments shall occur based on the Range View PYP assessment policy.

• Data from both formative and summative assessments shall be used to inform instruction.

• Assessment results shall be shared with parents and students in a variety of ways including report cards, parent-teacher conferences, portfolios, and district and state reports.

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Roles and responsibilities:

• The Principal, PYP Coordinator, parents and teachers are involved in the development of the SEN policy.

• Our SEN policy will be reviewed and revised yearly.

• A certified specialized teacher provides additional instruction and support to students with identified needs.  The amount and intensity of services are determined by student needs and may take the form of small group instruction, in-class support, teacher collaboration, and/or monitoring of academic progress.

• All staff is responsible for providing students with the necessary accommodations to remove barriers and provide equal access to curriculum.

• All staff is responsible to ensure the SEN policy is a working document, that it is referred to and cross referenced with any other working documents in the school.

• All staff maintains privacy in accordance with state and local policy.  

• The Principal is responsible to communicate the SEN policy to all the school’s constituents.  The SEN Policy will be posted on the Range View site.

• The Principal and PYP Coordinator engage in dialogue to assist teachers incorporating principles of the SEN policy into their units of inquiry.

• The Teacher Librarian will work on providing a wide range of books for students and teachers to select in the library. The teaching staff will research resources and update the Teacher Librarian on potential selections.

• Professional development regarding SEN teaching and learning is offered through the district in a variety of ways.