Howell L. Watkins recognizes and respects that our students come from a variety of backgrounds, cultures, and levels of life experiences. The diversity of student backgrounds contributes to our school community and inspires teachers and students to be caring and open minded. Multiple teaching strategies are employed to differentiate instruction so that all students have equal access to the curriculum.

Many of our students have special academic, physical, social or emotional needs that are addressed so each student can be successful. These needs include:

• Specific Learning Disabled (SLD)
• Speech and Language Impaired
• Visual Impairments
• Hearing Impairments
• Physical Impairments
• Health Impairments (OHI)
• Emotional Behavior Disturbed (EBD)
• Intellectually Disabled (ID)

Support given and services provided include:

• General Education
• Direct Instruction
• Support Facilitation
• Consultative Services
• English as a Second Language (ELL)
• Learning Strategies
• Academy Programs (Robotics and Medical)
• Self-Contained
• Physical Therapy
• Occupational Therapy
• Speech and Language Therapy
• Guidance Counseling
• School Psychologist
• Behavior Intervention Specialist
• Other Behavioral Supports
• Transition Specialist
• Extended School Year
• Academic Clubs
• Athletic Clubs
• Athletic Programs
• Media Center Services
• Health Plans

Students with special needs are provided access to the curriculum in the least restrictive environment. For some, that means a self-contained classroom or mainstreaming for part of the day. However, in many cases, this is a regular, comprehensive classroom where classroom teachers and specialists collaborate following an inclusive approach. Teachers/Specialists assess the children to determine each child’s individual needs and provide any special services and/or materials they require. For students demonstrating academic talents in a particular area, teachers address those needs through classroom differentiation. Regardless of the type of needs, teachers collect and analyze data, monitor progress, set and update goals with the students and parents.

At our school, we adhere to federal guidelines governing the education of students with disabilities/ The individuals with Disabilities Act (IDEA). It is designed to protect the rights of students by ensuring that everyone receives a free, appropriate, public education regardless of ability level. Furthermore, IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards.

Our school uses a Responses to Intervention (RTI) model. This three-tiered framework provided intervention and educational support for all students at increasing levels of intensity based on their individual needs. The goal is early intervention to foster success for all students. Our model is as follows:

Interventions/Accommodation that are frequently utilized include:

• Assistive Technology
• Small group instruction and testing
• Extended time
• Scribe
• Reader
• Prompting and Cueing
• ESL Support
• Simplified Directions
• Paraphrasing
• Behavior Modifications
• Preferential Seating
• Alternative testing Environment
• Paraprofessional Support

All students have the opportunity to participate in all aspects of the school community including the Middle Years Program and extra-curricular activities. The extent to which students with special needs participate in the IB Programs is defined in the following documents.

• Individualized Scheduling
• 504 Plans
• Individual Education Plan

We document our compliance to federal guidelines in working with students with special needs through our special education departments which are overseen by building administration and the district’s Director of Special Education. Individuals in these departments are responsible for the annual writing and updating of Individual Education Plans (IEP) and 504 Plans. All information regarding the progress and performance of these students is contained in the student’s personal cumulative folder found in a secured location in the main office.

Policy review

This policy will be reviewed yearly by the coordinator and school personal. Staff, parents and students will be allowed input when making adjustments to the policy, ensuring compliance with IBO.

Policy Updated August 2022