Inclusion Handbook 2022-23
2 | Inclusion Handbook 2022-23 Table of Content Inclusive Community ........................................................................................................................ 3 Inclusion Services ................................................................................................................................ 3 Communication ................................................................................................................................... 4 Tiers of Support Flowchart ........................................................................................................... 6 Tiers of Support Framework ....................................................................................................... 8 Evaluation Guidelines .................................................................................................................... 10 Fee Structure ....................................................................................................................................... 13
Inclusion Handbook 2022-23 | 3 Inclusive Community Inclusion Services In the spirit of teaching and learning in a mission-driven school at ANS, we are leaders in excellence in inclusive practices and serving children with disabilities. At ANS, we believe that every child has the right to learn within an inclusive community where children share the same needs to be challenged, contribute, and be respected for who they are. Inclusion means that all students have the right to feel safe, supported, and included at school. All students own this right in the regular classroom as much as possible. The Inclusion Program serves children with mild and moderate needs who require small group or individualized instruction. These services may be provided in the regular classroom or a small group instructional setting. • Reading: Reading disabilities can include difficulties with phonological processing, reading fluency or speed, and reading comprehension. • Writing: Dysgraphia is a learning disability that affects writing abilities. It can manifest as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. • Math: Dyscalculia is a math learning disability that impairs an individual’s ability to learn number-related concepts, perform accurate math calculations, reason and problem solve, and perform other basic math skills. • ADHD: ADHD is one of the most common neurodevelopmental disorders of childhood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors or be overly active. • Autism Spectrum Disorder (ASD): ASD is a developmental disability caused by differences in the brain. • Specialized Services: not provided at ANS but can help coordinate services with outside providers as needed. • Speech/Language Therapy • Occupational Therapy • Psychoeducational Evaluation • Psychological Therapy What types of learning can ANS support?
4 | Inclusion Handbook 2022-23 Communication With 8 highly experienced Inclusion Leads, led by a Director of Inclusion, representing all grade levels, we are dedicated to offering children the necessary tools and resources to realize their full potential. The Inclusion Team carefully reviews existing Inclusion Plans, reads evaluations, analyzes recent data results, meets with the classroom teachers, partners with parents and creates a plan with goals to individualize support for students. Provide targeted, systematic, explicit instruction/intervention on annual goals, they provide progress monitoring updates every 4-6 weeks, provide narratives on annual goals at student-led conferences and report cards and collaborate with classroom teachers on strategies and accommodations. Meets regularly with the Inclusion Lead to address any learning needs and make adjustments in the learning process. The classroom teacher is also expected to communicate with the parent in conjunction with the Inclusion Lead. Implement accommodations and modifications provided to support the student. Coordinate the visits with the Director of Inclusion, maintain confidentiality on all students, provide timely, consistent and clear records of the work they provide and the progress made. Sign and read the Outside Providers agreement. The Inclusion Leads Classroom Teachers Outside Specialists and Providers
Inclusion Handbook 2022-23 | 5 Complete a comprehensive psychological-educational evaluation every 3 years. Engage with the classroom teacher and Inclusion Lead on a regular basis. Attend student-led conferences and annual Inclusion Plan meetings. Communicate any changes in behavior or academic concerns as soon as possible. Advocate for your child. Parents
6 | Inclusion Handbook 2022-23 Tiers of Support Flowchart Data Dialogue Meeting with grade level teams, instructional coach, reading specialist, inclusion lead, and administration Implement strategic support and Progress Monitor • Look at Benchmark cut points. Identify students who are below grade level. • Look closely at data to identify specific needs • Team discusses: Problem identification, Problem Analysis, and Plan Development/Implementation • Create a Strategic Support plan to create goals and document in shared folder under primary/ secondary inclusion. • Teachers who are giving strategic support will call/email parents/guardians and send the strategic letter/Tier 2 to inform them that their child is beginning a strategic/Tier 2 intervention. Record date of parent contact. • Implement intervention according to the plan created for a minimum of 4 weeks and progress monitor weekly or as determined by the data team. • Enter updated progress monitor data on the strategic plan. • Check in with the strategic support team with a predetermined date on progress **Data meetings during Flex Day or PLC 3 times per year If the child has a positive response to strategic support… If the child is not responding to strategic support… • Call/email parents to notify them of their child’s progress and your next steps. • Document on the strategic plan. • Schedule student referral meeting with Director of Inclusion. • Complete the Student Referral Form • Modify/change strategic support plan (time, frequency, group size) • Update strategic plan • Bring evidence to the student referral meeting. (MAP data, post assessments, writing samples, BAS) • Call/email parents to notify them of their child’s progress and your next steps with the change of support letter. • Document on the strategic plan. • Discuss next steps (continue strategic support, Tier 1 support, etc) • Update strategic plan, if applicable
Inclusion Handbook 2022-23 | 7 Implement New Intervention and Progress Monitor • Call/email parents to inform them of the changes made to their child’s strategic plan. • Record date of communication and add changes to the strategic plan. • Implement intervention according to the plan and progress monitor using appropriate tools for at least 4 weeks. If the child has a positive response to intervention… If the child has not responded to intervention… • Call/email parents to notify them of their child’s progress and your next steps. • Document on the strategic plan. • Discuss next steps (continue strategic support, Tier 1 support, etc) • Update strategic plan, if applicable • Set up a 2nd Strategic Support meeting with parents, homeroom teacher, and SST (Strategic Support Team) to discuss the results of the interventions and next steps. • Update the strategic documentation plan
8 | Inclusion Handbook 2022-23 Tiers of Support Framework We use the Tiers of Support framework to help guide our instruction and support students throughout the learning process. You will see percentages at each tier. This means that 80%-90% of the student population will be able to meet grade level standards through Tier 1 instruction. 5%-15% of the student population may need strategic support to access grade level standards. And finally 1%-5 % of the student population will need intensive support in order to access and meet grade level standards. DEFINE ANALYZE IMPLEMENT EVALUATE 1-5% 5-15% 80-90% TIER 1 TIER 2 TIER 3 All students Teacher expert Data driven Aero framework of Learning Standards Differentiation Whole group, flexible small groups, one-on-one Benchmark assessments Emphasis on ANS Core Values Some students Paired support Progress monitoring Strategic documentation UNIVERSAL STRATEGIC Few students Targeted support Explicit, targeted intervention Student diagnostic data Inclusion plan developed Neuro/Psych evaluation completed INTENSIVE Percentages
Inclusion Handbook 2022-23 | 9 Tier 1 serves all students meaning that core instruction is delivered by the teacher expert. The instruction during tier 1 may be a mix of whole group instruction, small group work or even one-on-one. Teachers develop lessons and assessments from learning standards (Project AERO Framework). Tier 2, along with Tier 1 focuses on some students who may need more support to access grade level standards. The benchmark data, teacher observations, and data wall conversations will inform which students will need more support to access grade level standards. Benchmark data, teacher observations, and data wall conversations will inform which students will need more support to access grade level standards. Since this is an added layer of support to some students, strategic documentation will be started. This will be developed by the teacher who is providing the support. This document serves as a tool for communicating how students are being supported and evidence that is necessary to inform the strategic support plan. Tier 3, along with Tier 2 and 1, focuses on a few students who need explicit, targeted intervention in order for them to access grade level content. The Inclusion Lead provides targeted support through small group instruction or one-on-one. The idea is to identify, through diagnostic assessments, skills or gaps students may have that have kept them from accessing grade-level standards. To do so, further evaluation may be necessary. Inclusion plans will be developed by the Inclusion Team to create long term and short term goals. *A Psychoeducational Evaluation will need to be initiated when a student is not responding to strategic support. The student will have received up to at least 12 weeks of support. Data from progress monitoring and benchmark assessments will inform the decision when the Director of Inclusion will make a referral for an evaluation. Tier 1: Universal Instruction Tier 2 : Strategic Support Tier 3 : Intensive Support
10 | Inclusion Handbook 2022-23 Evaluation Guidelines In order to receive inclusion services at ANS, families must have: Documentation should describe the comprehensive testing and techniques used to arrive at the diagnosis. Provide the following: The following criteria is necessary when obtaining an evaluation in order to provide inclusion support services: • An evaluation completed every 3 years. The evaluation may include all or some of the following tests: • A summary of the assessment procedures and evaluation instruments used to make the diagnosis. • A narrative summary of the evaluation results • Test results with subtest scores (standard or scaled scores) • Comprehensive Cognitive testing assesses an individual’s thinking and problem-solving skills across a range of areas including verbal reasoning, visual/spatial reasoning, memory, abstract reasoning and processing speed. • Academic Achievement/Learning testing, including reading, written language and mathematical skills, as well as assessment of comprehension, problem-solving style, and memory for academic information. • Emotional/Behavioral Functioning assessment, to evaluate an individual’s behavioral functioning, attention and motivation, emotional regulation and developed coping skills. Inclusion Services Inclusion Services
Inclusion Handbook 2022-23 | 11 Explain how the disability impacts the student’s daily functioning and ability. Functional limitations can be documented in a variety of ways, depending in part on the specific disability. Summary of the student’s developmental, educational, and/or medical history. Speech and language or occupational therapy evaluations, where applicable. Describe the specific accommodations requested and explain why they are needed. Be sure your rationale for specific accommodations focuses on the following: The purpose is to evaluate your child’s overall intellectual capabilities, academic achievement levels, emotional and social functioning, executive functioning, and personality functioning, for example, in order to make recommendations relevant to their performance in the areas of concern. This battery of tests is essential for any student who is suspected of having learning difficulties, attention-related deficits, etc., and/or who consistently struggles at school despite being provided interventions. The final report includes a detailed analysis of the results with targeted recommendations for school performance and academic accommodations (if applicable). Furthermore, the evaluation may include additional analysis of personality, mood, and/or level of anxiety that may be impacting their overall functioning. As part of the evaluation process, an intake interview with family history and a review of school records (including any prior testing results) will be included. • Connection between the student’s diagnosed disability and the requested accommodations. • Current needs of the student. • A detailed description of the student’s current symptoms, including their frequency, duration and intensity. Functional Limitation Described Recommended Accommodations Justified Purpose of a comprehensive psychoeducational evaluation
12 | Inclusion Handbook 2022-23 The following criteria is necessary when obtaining an evaluation in order to provide inclusion support services: Documentation should describe the comprehensive testing and techniques used to arrive at the diagnosis. Provide the following: Describe the specific accommodations requested and explain why they are needed. Be sure your rationale for specific accommodations focuses on the following: Explain how the disability impacts the student’s daily functioning and ability. Functional limitations can be documented in a variety of ways, depending in part on the specific disability. Summary of the student’s developmental, educational, and/or medical history. Speech and language or occupational therapy evaluations, where applicable. All evaluation testing and reports must be in English Diagnosis Supported Recommended Accommodation Justified Functional Limitation Described • A summary of the assessment procedures and evaluation instruments used to make the diagnosis. • A narrative summary of the evaluation results • Test results with subtest scores (standard or scaled scores) • Connection between the student’s diagnosed disability and the requested accommodations. • Current needs of the student. • A detailed description of the student’s current symptoms, including their frequency, duration and intensity.
Inclusion Handbook 2022-23 | 13 Fee Structure For Inclusion Program’s Intensive Services (Tier 3) In order to promote and protect these specialized services provided by our Inclusion Leads, a semester fee is assessed in August and February of each school year. Sustainability for Inclusion at ANS is a strategic priority for continuous improvement. Last Upddated: 2/8/23 Inclusion Fees (Nicaraguan Nationals) Weekly Frequency Amount Up to 60 minutes US$ 300.00/semester Up to 180 minutes US$ 400.00/semester 180 minutes or more US$ 550.00/semester 1. Assigned an Inclusion Lead 2. Development of Inclusion Plan 3. Annual meeting to review and update Inclusion Plan 4. Targeted, systematic, explicit instruction/intervention on annual goals 5. Progress monitoring updates every 4-6 weeks on annual goals 6. Inclusion Leads provide narratives on annual goals at student-led conferences and report cards 7. Collaboration with classroom teachers on strategies and accommodations
14 | Inclusion Handbook 2022-23 Lomas de Monserrat Managua, Nicaragua Tel: + 505 2252-7310 PO Box 2670 www.ans.edu.ni